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Aim: This study aimed to determine the effect of Self-Regulation Based Cognitive Psychoeducation Program on emotion regulation and self-efficacy in children diagnosed with attention deficit hyperactivity disorder (ADHD) and receiving medication. Method: The sample of this study with control group and pre-test, post-test and follow-up randomized experimental design consisted of children followed in the child and adolescent mental health outpatient clinic of a state hospital. The data were evaluated by parametric and non-parametric analyses. Results: A statistically significant increase was determined in the internal functional emotion regulation mean scores of children, who participated in the Self-Regulation Based Cognitive Psychoeducation Program, measured before, immediately after, and 6 months after the intervention (p < 0.05). A statistically significant increase was also found in their external functional emotion regulation mean scores measured before and 6 months after the intervention (p < 0.05). In addition, a statistically significant difference was found between their internal dysfunctional and external dysfunctional emotion regulation mean scores measured before and 6 months after the intervention; however the mean scores of those in the control group 6 months after the intervention were higher than those in the intervention group (p < 0.05). Furthermore, there was a statistically significant increase in their self-efficacy mean scores measured before and 6 months after the intervention (p < 0.05). Conclusion: The Self-Regulation Based Cognitive Psychoeducation Program was found be effective in increasing the levels of emotion regulation and self-efficacy in children with ADHD.

Abstract: Based on the person-environment fit theory and the dynamic self-regulatory model of narcissism, an occupational self-selection into the teaching profession is analysed. This examination consults two comparative groups: student teachers are compared with management students, and practising teachers are compared with business leaders. After a theoretical analysis of the narcissism phenomenon considering the social-personality perspective, the relation between the narcissism spectrum – extreme, healthy and insufficient narcissism – and the effort-reward imbalance is examined. The sample consists of n 958 test persons from Austria. Self-selection tendencies into the teaching profession are mostly confirmed. Teachers show lower levels of extreme, healthy, and higher levels of insufficient narcissism than business leaders. Student teachers show lower levels of healthy and extreme narcissism than management students. Compared to student teachers, practising teachers exhibit higher levels of insufficient narcissism. This difference can be traced back to stressful classroom conditions. Teachers obtain less reward from their work than business leaders. Lower levels of healthy narcissism lead to more overcommitment and a reinforcement of the effort-reward imbalance, and increase the risk of gratification crises in the teaching profession.

Educators’ preparedness to include children with disability in daycare is key to the success of early childhood inclusion. This study examines the relationship between attitudes and self-efficacy as key predictors of preparedness for inclusion. The study was conducted in Switzerland, a country with a young tradition of inclusive early childhood care and education, (ECEC) but with increasing numbers of children with disability in public day-care facilities. Early childhood educators (N = 214) completed a questionnaire on their feelings, beliefs, self-efficacy, and behavioural intentions. Structural equation modelling (SEM) was used to analyse paths of effects of participants’ background on behavioural intentions. Results show that inclusive ECEC experience, private interactions and training on disability were associated with higher behavioural intentions. This effect was mediated by participants’ self-efficacy and their beliefs. General ECEC experience was directly associated with lower behavioural intentions. Implications for research and practice are discussed.

The research studied the effectiveness of the digital passion project activity for developing oral presentation skills of undergraduate students learning English as a foreign language in online education in emergencies. Considering the basic intervention principles suggested by psychologists for students affected by disasters and mass violence circumstances, the researchers conducted a quasi-experiment exploiting the recognized potential of the passion project to build a positive emotional environment and encourage more efficient learning. The findings revealed that experimental group students outperformed control group students in the four out of five aspects of the rubric applied (content, coherence and cohesion, vocabulary richness and adequacy, and grammatical correctness). The results can be attributed to the observed increased creativity, inquisitiveness, engagement in learning, and self-efficacy as well as to the project marketplace method applied at the initial stage. The passionate involvement in the project was proved by the survey administered to check student’s level of passion during the work on the passion project.

OBJECTIVE: Examine how executive functioning (EF), healthcare management, and self-efficacy relate to college students’ health-related quality of life (HRQOL). PARTICIPANTS: Undergraduates completed questionnaires at baseline (Time 1; n=387) and 18–24 months later (Time 2; n=102). METHODS: Participants reported on their EF and healthcare management skills at Time 1 and self-efficacy and mental and physical HRQOL at Time 2. RESULTS: Students with fewer EF problems reported higher mental and physical HRQOL at both timepoints and those with higher healthcare management skills had higher mental and physical HRQOL at Time 1. Higher self-efficacy mediated the relation between EF and mental HRQOL, and the relation between healthcare management and mental HRQOL. CONCLUSIONS: Findings illustrate two potential pathways by which self-management, in healthcare settings or daily living, contributes to mental HRQOL during emerging adulthood. Assessing EF and healthcare management could help identify those at risk of low HRQOL and provide information that can inform interventions in college settings.

Objective: Several psychological factors have been proposed to be associated with functional somatic disorders (FSD) including functional somatic syndromes, such as irritable bowel, chronic widespread pain, and chronic fatigue. However, large randomly selected population-based studies of this association are sparse. This study aimed to investigate the association between FSD and perceived stress and self-efficacy, respectively, and to investigate if FSD differed from severe physical diseases on these aspects.Methods: This cross-sectional study included a random sample of the adult Danish population (n = 9656). FSD were established using self-reported questionnaires and diagnostic interviews. Perceived stress was measured with Cohen’s Perceived Stress Scale and self-efficacy with the General Self-Efficacy Scale. Data were analysed with generalized linear models and linear regression models.Results: FSD were associated with higher perceived stress and lower self-efficacy, especially for the multi-organ and the general symptoms/fatigue FSD types and for chronic fatigue. However, controlling for the personality trait neuroticism altered the associations with self-efficacy so it became insignificant. The analysis did not support an important interaction between perceived stress and self-efficacy on the likelihood of having FSD. Individuals with FSD presented levels of perceived stress that were not equal, ie higher, to those in individuals with severe physical diseases.Conclusion: FSD were positively associated with perceived stress and negatively associated with self-efficacy. Our study may point to stress being part of the symptomatology of FSD. This underlines the severity of having FSD and stresses the relevance of the resilience theory in the understanding of the condition. Objective: Several psychological factors have been proposed to be associated with functional somatic disorders (FSD) including functional somatic syndromes, such as irritable bowel, chronic widespread pain, and chronic fatigue. However, large randomly selected population-based studies of this association are sparse. This study aimed to investigate the association between FSD and perceived stress and self-efficacy, respectively, and to investigate if FSD differed from severe physical diseases on these aspects.Methods: This cross-sectional study included a random sample of the adult Danish population (n = 9656). FSD were established using self-reported questionnaires and diagnostic interviews. Perceived stress was measured with Cohen's Perceived Stress Scale and self-efficacy with the General Self-Efficacy Scale. Data were analysed with generalized linear models and linear regression models.Results: FSD were associated with higher perceived stress and lower self-efficacy, especially for the multi-organ and the general symptoms/fatigue FSD types and for chronic fatigue. However, controlling for the personality trait neuroticism altered the associations with self-efficacy so it became insignificant. The analysis did not support an important interaction between perceived stress and self -efficacy on the likelihood of having FSD. Individuals with FSD presented levels of perceived stress that were not equal, ie higher, to those in individuals with severe physical diseases.Conclusion: FSD were positively associated with perceived stress and negatively associated with self-efficacy. Our study may point to stress being part of the symptomatology of FSD. This underlines the severity of having FSD and stresses the relevance of the resilience theory in the understanding of the condition.

Aim: This study was conducted to examine the effect of hospital-based group breastfeeding education provided to mothers before discharge from the hospital on mothers’ self-efficacy and on the increase of breastfeeding rates. Methods: This randomized controlled educational research was conducted in the hospital is located in the West of Turkey. Ninety mothers who had healthy and term babies, and an intent to breastfeed their babies participated in the study. The questionnaire forms were collected by the researcher using face to face interview technique. Chi-square, dependent and independent groups t-test and ANOVA analysis were used along with descriptive statistics in analyzing the data. Results: Compared to the control group, the scores obtained from the Breastfeeding Self-Efficacy Scale were higher in the education group in all the follow-ups. Similarly, status of exclusive breastfeeding was higher in the education group compared to the control group. In the twelfth week, the rate of exclusive breastfeeding was 80.0% in the education group, while it was 47.5% in the control group. Conclusion: These results show that breastfeeding group education and follow-up counseling given before discharge from the hospital were effective. This is evidence in favor of increasing the use of group education. This RCT was registered NCT04515862 with www.clinicaltrials.gov on 2020. © 2022, 13 ASYO 009, We would like to thank Ege University Scientific Research Projects Coordination Office and all the participating mothers for their support in this research (Project No:13 ASYO 009)., This work (Project No: 13 ASYO 009 ) was supported by Ege University Scientific Research Projects Coordination Office.

This study aims to explore the role of learning climate on self-efficacy beliefs and self-perceived communication competences of English as a Foreign Language (EFL) learners in higher education. The study used a cross-sectional survey design. The data were collected with a questionnaire and two scales involving Likert-type items from 137 higher education students. Several statistical techniques were employed to analyze the quantitative data. Results showed that EFL students’ learning climate perceptions, self-efficacy beliefs, and self-perceived communication competence levels were moderate. There was no significant difference among students’ learning climate, self-efficacy, and self-perceived communication points in terms of their sex. There was a difference between 1st year and 2nd year students for learning climate, and there was no significant difference among students’ self-efficacy and self-perceived communication points in terms of their year. A positive significant relationship among students’ learning climate and self-efficacy and self-perceived communication competence was found. Self-efficacy and self-perceived communication competence were found to be stronger predictors of each other., Este estudio tiene como objetivo explorar el papel del clima de aprendizaje en las creencias de autoeficacia y las competencias comunicativas autopercibidas por los estudiantes de inglés como lengua extranjera en la educación superior. El estudio utilizó un diseño de encuesta transversal. Los datos fueron recogidos a través de un cuestionario y dos escalas con ítems tipo Likert de 137 estudiantes de educación superior. Se emplearon varias técnicas estadísticas para analizar los datos cuantitativos. Los resultados mostraron que las percepciones del clima de aprendizaje, las creencias de autoeficacia y los niveles de competencia comunicativa autopercibidos por los estudiantes de inglés como lengua extranjera eran moderados. No hubo diferencia significativa entre el clima de aprendizaje de los estudiantes, la autoeficacia y los elementos comunicativos en cuanto a sexo. Hubo diferencia entre los estudiantes de 1° y 2° año en cuanto al clima de aprendizaje, y no hubo diferencia significativa entre la autoeficacia de los estudiantes y los elementos comunicativos entre cursos. Se halló una relación significativa positiva entre el clima de aprendizaje de los estudiantes y la autoeficacia y la competencia comunicativa autopercibida. Se encontró que la autoeficacia y la competencia comunicativa autopercibida son los predictores más fuertes entre sí.

Η έρευνα αποσκοπεί στην ταυτοποίηση των χαρακτηριστικών της πολυδυναμικότητας στην Ελλάδα, στην επίδραση των δημογραφικών στοιχείων στην μεταβλητή και στην εκτίμηση της σχέση της πολυδυναμικότητας και της αυτοαποτελεσματικότητας στα χαρισματικά παιδιά ηλικίας 15-18. Στην έρευνα συμμετείχαν 103 χαρισματικά παιδιά από τους συλλόγους Mensa και τον Σύλλογο γονέων και κηδεμόνων χαρισματικών και ταλαντούχων παιδιών. Από τα αποτελέσματα, προέκυψαν υψηλά επίπεδα γενικευμένης αυτοαποτελεσματικότητας. Ο Κοινωνικός τύπος επαγγελματικών ενδιαφερόντων βρέθηκε ως επικρατέστερος ακολουθούμενος από τον Πρακτικό και τον Καλλιτεχνικό τύπο. Από τους παράγοντες στατιστικά σημαντική σχέση με την πολυδυναμικότητα βρέθηκε να έχει ο τύπος σχολείου και η ηλικία., This study aims to identify the characteristics of multipotentiality in Greece and the effects of demographics on the variable and to assess the relationship between multipotentiality and self-efficacy in gifted children aged 15-18. 103 gifted children from Mensa and the Association of Parents and Guardians of Gifted and Talented Children participated in the study. The results of the survey revealed high levels of generalized self-efficacy in this sample. The Social type of vocational interests was found to be the most predominant followed by the Practical and Artistic types. Among the factors, school type and age were found to have a statistically significant relationship with multipotentiality.

Objective: Interventions to support patients' engagement in shared decision making (SDM) are lacking within high-grade glioma (HGG) healthcare. Consultation Planning, Recording and Summarising (CPRS) has shown evidence of increasing patient decision self-efficacy, reducing uncertainty, and regret of decisions. This is the first study of CPRS within a HGG population and delivered over serial medical consultations. Method: A one-arm prospective qualitative longitudinal design was used to evaluate the CPRS intervention and evaluated with participants at sequential clinic appointments depending on their care, in Edinburgh, Scotland. We report on serial semi structured interviews of 16 patients and their partners. Results: Consultation planning before the consultation supported patients to feel known by strengthening the patient voice within the consultation. It prepared patients to actively participate in the consultation, despite the distressing nature of the content. Recording and summarising supported patients to understand their situation. The provision of a consultation record enabled accurate recall, a paced uptake of information and supported the family to feel fully informed. Ultimately, patients understood why decisions were being made rather than being part of making decisions. Conclusions: The CPRS intervention helped patients to understand and to feel known by increasing patient capacity for communication in the consultation, with support before, during, and after the consultation. The intervention focused on preparing patients for SDM but patients did not perceive that they had meaningful choices to make. Further research could look at the inclusion of patient decision aids to support this process.

Study objectives Digital cognitive behavioral therapy for insomnia (dCBT-I) can reduce acute insomnia and depressive symptoms and prevent symptom recurrence. The current study evaluated self-efficacy in managing insomnia symptoms as a potential mediator of the relationship between prior dCBT-I and subsequent insomnia and depressive symptoms assessed during the coronavirus 2019 (COVID-19) pandemic. Method Participants were 208 adults who completed a randomized controlled trial of dCBT-I versus sleep education in 2016-2017 and also completed self-report assessments of insomnia, depression, and self-efficacy in managing insomnia symptoms. Data were collected in May 2020, five weeks into state-wide COVID-19 stay-at-home orders. Regression and mediation analyses were used to evaluate the extent to which self-efficacy accounted for the relationship between treatment condition and improvement in insomnia and depressive symptoms from pre-treatment to COVID-19 follow-up. Results Prior dCBT-I predicted greater self-efficacy in managing insomnia symptoms. Self-efficacy accounted for 49% and 67% of the protective effect of dCBT-I against COVID-era insomnia and depressive symptoms, respectively. Conclusions This study affirms the importance of self-efficacy as a key intervention outcome and potential mechanism by which dCBT-I predicts future sleep and mental health. Future studies that evaluate the role of self-efficacy in treatment effectiveness and resilience can provide additional clues about how to optimize dCBT-I for maximum benefit to public health.

Alcohol mixed energy drinks (AmED) may promote excessive alcohol intake and risk-taking among college students. Objective: To understand the relationship between AmED use and risky behavior as well as attitudes and motivations for AmED use. Participants: Undergraduate college students N = 422 (Study 1), N = 37 (Study 2). Methods: Using a mixed-methods approach, we first surveyed undergraduate students about their AmED and alcohol consumption and a series of risk behaviors, self-efficacy, and beliefs (Study 1). We then conducted focus groups within the same population to better understand attitudes, knowledge, and motivations for using AmED (Study 2). Results: Recent AmED use was significantly associated with an increased number of reported binge drinking occasions and self-reported driving while intoxicated events. Our qualitative data analyses revealed two major themes associated with AmED consumption: factors encouraging AmED use and decisions about driving while under the influence of alcohol. Conclusions: These findings add to the literature of beliefs and motivations for AmED use among college students.

The flipped learning paradigm enables teachers to prioritize active learning more during class time by making lecture materials and presentations available to students at home or outside of class. First, the effectiveness of flipped language acquisition was assessed. Data were gathered via a questionnaire using three analysis techniques: descriptive, correlation, and regression. The links between perceived characteristics were then investigated, including ease of use, perceived self-efficacy, perceived technology use, perceived learning climate, perceived online and offline engagement, and students' perceived effectiveness in flipped language learning. The study's conclusions and their implications will be further discussed and outlined. An in-depth examination of the influencing factors enables teachers to comprehend the underlying problems that undermine the efficacy of flipped classrooms and make perceptive recommendations for improving student learning, particularly during the pandemic.

This study was conducted to determine the extent of self-efficacy and teaching efficiency of science teachers and their relationship to teaching performance. The descriptive-correlational research design which made use a researcher-made questionnaire was employed to 30 science teachers by total enumeration and 320 randomly-selected students of DepEd District of Candoni, Division of Negros Occidental. The mean, t-test/ANOVA, and Pearson r were used for data analysis. It was found that teachers’ self-efficacy was at a high extent, as viewed by both themselves and their students. Teachers considered their level of teaching efficiency to be at a very high extent in the aspects of time management, classroom management and the teaching-learning process. In the two remaining aspects, academic qualification and lesson planning, teachers viewed their efficiency to be at a high extent. When viewed by their students, teachers’ teaching efficiency was rated to be at a very high extent in the aspects of lesson planning and the teaching-learning process, while only at a high extent in other aspects. Science teacher performance was rated as very satisfactory. There was a significant difference between the extent of teachers’ self- efficacy and efficiency, particularly in the aspects of teachers’ academic qualification, time management, classroom management, and the teaching-learning process. As rated by their students, there was a highly significant difference between the teachers’ extent of self-efficacy and their efficiency across the specified aspects. There was no significant relationship between the teachers’ extent of self-efficacy and their corresponding performance. Lastly, only the aspect of classroom management in terms of teaching efficiency has significant relationship with teachers’ teaching performance.

Laboratory courses provide essential experiential learning opportunities for students enrolled in undergraduate STEM programs. These courses enable students to apply their knowledge in practical settings to explore research questions and engage in critical thinking while working collaboratively with their peers (De Jong et al., 2013). Unfortunately, learning in a laboratory setting can be intimidating and may not be perceived as a positive experience by all students—anxiety about competency, concerns about safety, lacking a sense of belonging, unfamiliar expectations, pressure to perform, or fear of failure may heighten students’ anxiety and create barriers to student learning and engagement (Hua & Goldsmith, 2021, Knekta et al., 2020). Perceived negative outcomes and anxiety lowers students’ laboratory self-efficacy—the belief that one is capable of successfully accomplishing a task to achieve a desired goal—which jeopordizes successful academic outcomes (Kolil et al., 2020, Bandura, 1986). In this workshop, we will engage participants in a discussion about opportunities and challenges for building community in undergraduate laboratory courses. Throughout the session, participants will be asked to reflect on their laboratory curriculum and explore how they can redesign course elements to encourage student belonging both within and outside the laboratory environment. A digital worksheet will be provided to help participants document their learnings and ideas, and at the end of the session, participants will have completed a preliminary Course Community Plan. This research was approved by our institutional research ethics board. References Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373. De Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340(6130), 305-308. Hsu, J. L., & Goldsmith, G. R. (2021). Instructor strategies to alleviate stress and anxiety among college and university STEM students. CBE—Life Sciences Education, 20(1), es1. Knekta, E., Chatzikyriakidou, K., and McCartney, M. 2020. Evaluation of a questionnaire measuring University students' sense of belonging to and involvement in a biology department. CBE—Life Sciences Education, 19, 1-14. Kolil, V. K., Muthupalani, S., & Achuthan, K. (2020). Virtual experimental platforms in chemistry laboratory education and its impact on experimental self-efficacy. International Journal of Educational Technology in Higher Education, 17(1), 1-22.

Impostor Phenomenon (IP) is commonly experienced by individuals in academia and is characterized as intellectual feelings of phoniness and fraudulence that can undermine confidence in oneself. Impostor feelings may also include high levels of self-doubt and self-criticism, difficulty accepting compliments or praise, perfectionism, and concerns about perceptions of incompetence. We conducted a campus-wide Impostor Phenomenon survey at the University of Windsor in Fall 2019. Over 1300 students responded to the survey questions about IP, resilience (the ability to maintain reasonable levels of psychological and physical functioning in the face of potentially disruptive events and stressors; Bonanno, 2004), general self-efficacy (a person’s beliefs about their abilities to execute certain behaviours and accomplish certain outcomes; Bandura, 2010), and satisfaction with life. Many students also provided answers to open-ended questions about impostorism and belonging that were subjected to a content analysis (analyzing and summarizing the data using iterative coding). We will share our findings from this survey, focusing on responses from science undergraduate and graduate students. We will also discuss how we used these findings to develop and deliver an online workshop to make students aware of IP and share strategies for managing feelings of impostorism. We invite you to bring your own device if you would like to participate in online Mentimeter polls during our presentation. This research was approved by the University of Windsor research ethics board.

Self-Efficacy, Self-Management and Performance are factors that contribute a lot to the teaching and learning process. The way teachers’ believe in their one’s capabilities and how they manage themselves will impact their personal and professional skills. Their performance will bring out the full potential of their students. The main objective of this study was to determine the level of Self-Efficacy in terms of Home-Related Task and School-Related Task, Self-Management in terms of Priority Setting, Self-Care and Role Clarity and Performance of teachers in the new normal in terms of 5 Key Results Area (KRA). The descriptive correlational type of research, specifically the survey technique using quantitative method was used in the study. Further, this descriptive study was conducted to determine the level of self-efficacy, the level of self-management and performance of the teachers in the New Normal in the District of Maayon for the School year 2021-2022. This study involved 32 elementary school taken as population and 160 randomly selected Elementary Teachers in the District of Maayon. A researcher-modified from Damianus Abun (2021) survey questionnaire was made in gathering data. The study was limited to the level of Self-Efficacy, Self-Management and Performance of Teachers in the New Normal. The independent variable consists of the level of Self-Efficacy in terms of Home Related Task and School Related Task and Self-Management of Teachers in the New Normal in terms of Priority Setting, Self-Care and Role Clarity while the dependent variable consist of the Performance of Teachers in the New Normal in terms of 5 Key Result Area (1) Content Knowledge and Pedagogy (2) Learning Environment (3) Diversity of Learners, Curriculum and Planning & Assessment and Reporting (4) Community Linkages and Professional Engagement & Personal Growth and Professional Development and (5) Plus Factor. The statistical tools utilized in this study were frequency count, percentage mean, and Standard Deviation. While inferential data were processed using Pearson r Correlation. The results of this study reveals that the level of Self-Efficacy of teachers in the new normal in terms of Home Related and School Related tasks was manifested as “High”. The level of Self-Management of teachers in the new normal in terms of Priority Setting, Self-Care, and Role Clarity was rated as “High” The performance of teachers in terms of 5 Key Results Area (KRA) 1. Content Knowledge and Pedagogy 2. Learning Environment 3. Diversity of Learners, Curriculum and Planning & Assessment, and Reporting 4. Community Linkages and Professional Engagement & Personal Growth and Professional Development and 5. Plus Factor in the new normal as a whole was manifested as “High”. Lastly, there was a significant relationship noted in the level of Self-Efficacy and level of Self-Management of Teachers in the New Normal. The level of Self-Efficacy and level of Self-Management were found significantly related but not to the level of performance of teachers in the new normal.

This study was conducted to define the relationship of self-efficacy to adolescents’ resilience in South Central Mindanao, Philippines. The study used quantitative, non-experimental research design using correlational technique to determine the degree of relationship between self-efficacy and adolescents’ resilience. The respondents were the 400 adolescents, selected through non-probability approach. The mean, and Pearson Product Moment Correlation were used to analyze the data. It was revealed that the level of adolescents’ self-efficacy and resilience are very high. Self-efficacy has a significant relationship with adolescents’ resilience. Consequently, providing a motivating and caring environment can enhance adolescents’ self- efficacy and help them develop resilience and be able to cope with adversity and succeed in life.

This study was conducted to define the relationship of self-efficacy to adolescents’ resilience in South Central Mindanao, Philippines. The study used quantitative, non-experimental research design using correlational technique to determine the degree of relationship between self-efficacy and adolescents’ resilience. The respondents were the 400 adolescents, selected through non-probability approach. The mean, and Pearson Product Moment Correlation were used to analyze the data. It was revealed that the level of adolescents’ self-efficacy and resilience are very high. Self-efficacy has a significant relationship with adolescents’ resilience. Consequently, providing a motivating and caring environment can enhance adolescents’ self- efficacy and help them develop resilience and be able to cope with adversity and succeed in life.

The objective of the study of the study is to determine the self-regulation and self-efficacy of Grade 12 Automotive Servicing students at a public school in the province of Rizal, Philippines. Self-regulation refers to the capacity to plan for, monitor, adjust and reflect on goals. Self-efficacy is the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations. Descriptive correlational method was used to study the different variables and their relationships. There were 95 respondents selected through simple random sampling with 56 included in data analysis. The General Self-Efficacy Scale and the Short Self-regulation Questionnaire were used in the study. Results show that self-efficacy (Md=26, IQR=5) and self-regulation (Md=97, IQR=20) of Automotive Servicing students is moderate. Significant difference was found in self-regulation in terms of monthly family income (F(4,48)=2.875, p=.033, ȵ2=.192). Self-efficacy was found to correlate with self-regulation(r(51)=.518, p2=.368 ). Self-efficacy also explained a substantial proportion of variance in self-regulation (R2=.385, F(1,51)= 18.736, p2=.269). Based on the results, there is a need to enhance the self-regulation as well as self-efficacy of the students through incorporation of strategies in the daily teaching activities.

Amaç: Covid-19 pandemisi tüm dünyada eğitim alanını etkilemiştir. Bu süreçte tıp eğitimine önce ara verilmiş, ardından eğitim yüz yüze platformdan çevrimiçi alana taşınmıştır. Bu çalışma ile eğitimlerinin bir bölümü Covid-19 pandemisine denk gelen ve pandemi devam etmekteyken mezun olan hekimlerin temel tıbbi uygulamalara ilişkin öz yeterlik algılarının, pandeminin eğitime etkisi hakkındaki görüşlerinin ve kariyer tercihlerinin belirlenmesi amaçlanmıştır.Yöntem: Tanımlayıcı tipteki bu çalışma, 01.07.2021-22.07.2021 tarihleri arasında Atatürk Üniversitesi Tıp Fakültesi'nde gerçekleştirildi. Çalışma öncesinde gerekli izinler alındı. Araştırmaya 151 yeni mezun hekim katıldı. Veriler, çevrimiçi bir anket aracılığıyla anonim olarak toplandı. Ankete katılım gönüllülük esasına göre sağlandı. Katılımcılara pandeminin eğitime etkisi, kariyer planları ve temel tıp uygulamalarına ilişkin öz yeterlik algıları soruldu. Veriler SPSS 25 istatistik paket programında analiz edildi. Tanımlayıcı istatistikler ortalama ve standart sapma, kategorik değişkenler sayı ve yüzde olarak sunuldu.Bulgular: Çalışmaya katılan hekimlerin %19,9’u yurtdışında çalışmak istediğini, %74,2’si Türkiye’de uzmanlık eğitimi almak istediğini belirtmiştir. Yeni mezun hekimlerin %32,5’i Covid-19 döneminde eğitimlerinin eksik kaldığını düşünmektedir. Hekimlerin kendilerini en çok yetkin gördüğü klinik uygulamalar idrar sondası takabilme (%96), glukometre ile kan şekeri ölçümü yapabilme ve değerlendirebilme (%96), oksijen ve nebul‐inhaler tedavisi uygulayabilme (%94), yüzeyel sütür atabilme ve alabilme (%92,1), kan basıncı ölçümü yapabilme (%92,1) becerileridir. Hekimlerin %43,7’si epizyotomi açabilme ve dikebilme, %33,8’i normal spontan doğum yaptırabilme, %20,5’i doğum sonrası anne bakımını yapabilme, %20,5’i kene çıkartabilme işlemlerini yapamayacağını belirtmiştir. Epizyotomi açabilme ve dikebilme, doğum sonrası anne bakımını yapabilme, adli rapor hazırlayabilme, ölüm belgesi düzenleyebilme, gebe muayenesi, jinekolojik muayene ve adli muayeneyi rahatlıkla yapabileceğini ifade edenlerin oranı %10’un altındadır. Normal spontan doğumu rahatlıkla yaptırabileceğini belirten olmamıştır. Çalışmaya katılan hekimlerin %19,9’u yurtdışında çalışmak istediğini, %74,2’si Türkiye’de uzmanlık eğitimi almak istediğini belirtmiştir. Yeni mezun hekimlerin %32,5’i Covid-19 döneminde eğitimlerinin eksik kaldığını düşünmektedir. Hekimlerin kendilerini en çok yetkin gördüğü klinik uygulamalar idrar sondası takabilme (%96), glukometre ile kan şekeri ölçümü yapabilme ve değerlendirebilme (%96), oksijen ve nebul‐inhaler tedavisi uygulayabilme (%94), yüzeyel sütür atabilme ve alabilme (%92,1), kan basıncı ölçümü yapabilme (%92,1) becerileridir. Hekimlerin %43,7’si epizyotomi açabilme ve dikebilme, %33,8’i normal spontan doğum yaptırabilme, %20,5’i doğum sonrası anne bakımını yapabilme, %20,5’i kene çıkartabilme işlemlerini yapamayacağını belirtmiştir. Epizyotomi açabilme ve dikebilme, doğum sonrası anne bakımını yapabilme, adli rapor hazırlayabilme, ölüm belgesi düzenleyebilme, gebe muayenesi, jinekolojik muayene ve adli muayeneyi rahatlıkla yapabileceğini ifade edenlerin oranı %10’un altındadır. Normal spontan doğumu rahatlıkla yaptırabileceğini belirten olmamıştır.Sonuç: Yeni mezun hekimlerin temel hekimlik uygulamalarına ilişkin öz yeterlik algıları bazı uygulamalar için oldukça düşük seviyededir. Eğitim programının değerlendirilmesi, bu uygulamaları kapsayacak ve öz yeterlik algılarını arttıracak şekilde geliştirilmesi gerekmektedir., Aim: The COVID-19 pandemic has affected the education field worldwide. During this process, medical education was first interrupted, and then the education shifted from face-to-face to online platforms. This study aimed to determine the self-efficacy perceptions on basic medical practices, opinions on the effects of the pandemic on education, and the career choices of newly graduated doctors who continued their education and graduated during the pandemic.Methods: This descriptive study was conducted between 01.07.2021-22.07.2021 at Ataturk University, School of Medicine. Necessary permissions were obtained prior to the study. One hundred and fifty -onenewly graduated doctors participated in the study. The data were collected anonymously using an online survey. Participation in the survey was voluntary. Questions on the effects of the pandemic on education, career plans and self-efficacy perceptions on basic medical practices were posed to the participants. Data were analyzed with the SPSS 25 statistical package program. Descriptive statistics were presented as mean and standard deviation, and categorical variables were presented as numbers and percentages.Results: 19.9% of the doctors participating in the study stated that they wanted to work abroad and 74.2% stated that they wanted to receive specialty training in Turkey. 32.5% of newly graduated doctors believed that their education was disrupted during the COVID-19 pandemic. The clinical applications that the doctors considered themselves the most competent were inserting a urinary catheter (96%), measuring and evaluating blood glucose with a glucometer (96%), applying oxygen and nebulous‐inhaler therapy (94%), performing and removing superficial sutures (92.1%), and measuring blood pressure (92.1%). Of the doctors, 43.7% stated that they could not perform episiotomy and suturing, 33.8% spontaneous vaginal delivery, 20.5% post-natal mother care, and 20.5% tick removal procedures. The rate of those who stated that they could perform episiotomy and stitching, provide postpartum maternal care, prepare a forensic report, issue a death certificate, perform a pregnancy examination, gynecological examination and forensic examination easily was less than 10%. No one stated that they could easily perform spontaneous vaginal delivery.Conclusions: The self-efficacy perceptions of newly graduated doctors on basic medical practices were found to be quite low for some applications. The education program should be evaluated and developed to include these practices and increase self-efficacy perceptions.

Purpose: This study aimed to determine the application skills, self-efficacy, and anxiety levels of the mothers whose children receive nebulized inhalation treatment and to examine the relationship between them.Method: This research was a descriptive clinical study. The study was conducted with 300 mothers. Data were evaluated by Pearson correlation and nonparametric tests.Results: Of the mothers, 78.3% were determined to get a moderate score on “The Nebulized Inhalation Application Checklist”. The total Situational Anxiety score of the mothers was calculated to be 37.07±4.95 and the total mean Self-Efficacy score 79.60±15.23. No correlation was found between Self-Efficacy and Situational Anxiety levels of mothers (p>0.05).Conclusion: Nurses can contribute to treatment by supporting them to develop training programs to increase self-efficacy and reduce the anxiety of mothers whose children receive inhalation treatment., Amaç: Çocukları buhar inhalasyon tedavisi alan annelerin uygulama becerileri, öz-yeterlik ve kaygı düzeylerini belirlemek ve aralarındaki ilişkiyi incelemektir.Yöntem: Bu araştırma tanımlayıcı bir klinik çalışmadır. Araştırma 300 anne ile yapılmıştır. Veriler Pearson korelasyon ve parametrik olmayan testler ile değerlendirildi.Bulgular: Annelerin %78,3'ünün “Nebulize İnhalasyon Uygulama Kontrol Listesi”nden orta düzeyde puan aldığı belirlendi. Annelerin Durumluk Kaygı Ölçeği puanı 37,07±4,95, Öz-Yeterlilik Ölçeği toplam puan ortalaması 79,60±15,23 olarak hesaplandı. Annelerin Öz-Yeterlilik ile Durumluk Kaygı düzeyleri arasında ilişki olmadığı saptanmıştır (p>0.05).Sonuç: Hemşireler, çocukları buhar inhalasyon tedavisi alan annelerin öz yeterliklerini artıracak ve kaygılarını azaltacak eğitim programları geliştirmelerini destekleyerek tedaviye katkı sağlayabilirler.

Następstwa słabowzroczności dotyczą wielu obszarów funkcjonowania człowieka. W kontekście problemów, jakich doświadczają osoby słabowidzące oraz związanego z nimi stresu, wzrasta znaczenie aktywności zaradczej. W literaturze przedmiotu można odnaleźć niewiele opracowań poświęconych temu zagadnieniu, a już zupełny ich brak zauważa się odnośnie do roli przekonań na temat świata i własnej skuteczności w kształtowaniu radzenia sobie ze stresem osób słabowidzących. W związku z tym celem opracowania stało się określenie zależności pomiędzy strategiami radzenia sobie ze stresem osób słabowidzących a ich przekonaniami na temat świata i własnej skuteczności. W badaniach zastosowano następujące narzędzia badawcze: Inwentarz Mini-COPE Carvera, Kwestionariusz Nadziei Podstawowej (BHI-12) Trzebińskiego i Zięby, Skalę Uogólnionej Własnej Skuteczności (GSES) Schwarzera i Jerusalem. Ustalono, że przekonania na temat świata i własnej skuteczności mają znaczenie dla strategii radzenia sobie ze stresem badanych słabowidzących. Najsilniejsze związki zależnościowe określono pomiędzy poszczególnymi strategiami radzenia sobie (oprócz dwóch) a nadzieją podstawową. The consequences of low vision concern various areas of human functioning. In the context of problems which affect people with low vision and the stress related to them, remedial activities are gaining increasingly more importance. In the literature on the subject, there are few studies devoted to this issue, and the complete lack of them is noticed regarding the role of beliefs about the world and self-efficacy in shaping the coping with stress of low vision people. Consequently, the aim of this research paper is to determine the dependence between stress-coping strategies of people with low vision and their beliefs about the world and self-efficacy. In order to achieve the set goal, Mini-COPE Inventory Measuring Stress-Coping Strategies by Carver, Basic Hope Questionnaire by J. Trzebiński and Zięba and The Generalized Self-Efficacy Scale by Schwarzer and Jerusalem were utilized for the research. It has revealed that beliefs about the world and self-efficacy are of relevance for the strategies of coping with stress among people with low vision. The strongest dependency relationships have been specified between the coping strategies (except for two of them) and basic hope.

The study aims to investigate the relationship between the lifelong learning competencies of the students studying in the faculty of education and learning approaches as well as self-efficacy. Lifelong Learning Competence Scale, Learning Approaches Scale, and General Self-Efficacy Scale were used to collect the data for the study. In the study, findings showed that self-management competencies and deep learning among the sub-dimensions of lifelong learning competencies of the students studying in the faculty of education are positively and significantly correlated with strategic learning and self-efficacy, it has been also found that learning-to-learn competency sub-dimension and deep learning, strategic learning, as well as superficial learning, are also positively and significantly correlated; however, no significant relationship was found with self-efficacy. Initiative and entrepreneurship competencies and the sub-dimension of information acquisition competencies were found to be positively correlated with deep learning, strategic learning, and self-efficacy; however, no significant relationship was found with superficial learning. The sub-dimension of digital competencies and the sub-dimension of decisionmaking competence have a significant and positive relationship with deep learning, strategic learning, and self-efficacy however, no significant relationship was found with superficial learning.

This study aims to adapt the Situated Academic Writing Self-Efficacy Scale into Turkish and to conduct validity and reliability studies. The sample group of the study consisted of 245 (62 male, 183 female) university students. In the study, the Situated Academic Writing Self-Efficacy Scale, the Academic Procrastination Behavior Scale, and the Student Attitudes and Beliefs Regarding Authorship Scale were used. As a result of the exploratory factor analysis, it was seen that the scale had a three-factor structure, and this structure explained %57.01 of the total variance. The results of confirmatory factor analysis revealed that the fit values of the three-factor structure were at a good level (χ²=65.870, df=51, p=.079, χ²/sd=1.292, IFI=.966, CFI=.965, SRMR=.036, RMSEA=.047). In the criterion-related validity study, there was a negative relationship between the Situated Academic Writing Self-Efficacy Scale and the Academic Procrastination Behavior Scale scores (r=-.38, p

The goal of this research is to develop the Life Studies Course Self Efficacy Scale (LSCSS) and test its validity and reliability. This research is a scale development study. The participants in the study were 2nd and 3rd grade pupils from central districts of Diyarbakır province. The Self Efficacy Scale for Children and the Draft Form of the LSCSS were used to collect data. During the development of the scale, principal component analysis and confirmatory factor analysis were performed. The scale's similar scale validity was tested using correlation analysis. The Corrected Item-Total Correlations of the items were calculated, and the mean scores of the lower and upper groups were compared using the Independent Samples t-Test to determine if the items were distinctive or not. Internal consistency, split-test, and test-retest methods were used to assess the reliability of the LSCSS measurements. The LSCSS can be utilized as a valid and reliable measurement tool to determine the self-efficacy levels of 2nd and 3rd-grade children for the life studies course, according to the findings of this study. The LSCSS consists of 15 items. This scale is a 5-point Likert scale, which means "never, seldom, sometimes, most of the time, and always". The LSCSS consists of two sub-scales: Authority Oriented Self Efficacy Scale (AOSS) and Individual Oriented Self Efficacy Scale (IOSS). Thanks to the LSCSS, numerous more investigations are expected to be done in the future., Mevcut çalışmada “Hayat Bilgisi Dersi Öz Yeterlik Ölçeğinin (HBDÖYÖ)” geliştirilip geçerlik ve güvenirlik çalışmalarının yapılması amaçlanmıştır. Bu araştırma, bir ölçek geliştirme çalışmasıdır. Bu araştırmanın katılımcılarını, Diyarbakır ilinin merkez ilçelerinde eğitim gören 2. ve 3. sınıf öğrencileri oluşturmuştur. Veri toplama aracı olarak HBDÖYÖ Taslak Formu ve Başol (2010) tarafından Türkçeye uyarlanan Çocuklar için Öz yeterlik Ölçeği kullanılmıştır. HBDÖYÖ’nün geliştirilmesi aşamalarında Temel Bileşenler Analizi ve Doğrulayıcı Faktör Analizinden faydalanılmıştır. Ölçeğin benzer ölçekler geçerliğini test etmek amacıyla Pearson korelasyon analizinden faydalanılmıştır. Maddelerin ayırt edici olup olmadığını anlamak için maddelere ait Düzeltilmiş Madde Toplam Korelasyonları hesaplanmış ve alt-üst grupların puan ortalamaları Bağımsız Gruplar için t-Testi ile karşılaştırılmıştır. HBDÖYÖ ile yapılan ölçümlerin güvenirliği, iç tutarlılık, test yarılama ve test-tekrar test yöntemleriyle yorumlanmıştır. Bu araştırmadan elde edilen sonuçlara göre HBDÖYÖ, 2. ve 3. sınıf öğrencilerinin hayat bilgisi dersine yönelik öz yeterlik düzeylerini belirlemek amacıyla geçerli ve güvenilir bir ölçme aracı olarak kullanılabilir. HBDÖYÖ’de 15 madde yer almaktadır. Bu ölçek “Hiçbir zaman, nadiren, bazen, çoğu zaman ve her zaman” şeklinde 5’li likert bir ölçektir. HBDÖYÖ, Otorite Odaklı Öz Yeterlik Ölçeği (OOÖYÖ) ve Birey Odaklı Öz Yeterlik Ölçeği (BOÖYÖ) adında iki alt ölçekten meydana gelmektedir. HBDÖYÖ’nün kullanılması sayesinde ilerleyen zamanlarda birçok yeni araştırmanın yürütülebileceği öngörülmektedir.

En el presente trabajo se comparan las expectativas de inserción laboral y autoeficacia laboral de una muestra de estudiantes universitarios con diversidad funcional con las de la población normativa. A su vez, examinan si estas expectativas y autoeficacia laboral difieren en función de su perfil demográfico y de la tipología, grado de severidad y etapa en la que se adquirió la diversidad funcional. Finalmente, se averigua la posible asociación entre autoeficacia laboral y las expectativas laborales de estos estudiantes. Participaron 82 estudiantes con diversidad funcional de dos universidades de la provincia de Alicante. Se utilizaron el Cuestionario de Expectativas y Demandas Laborales para estudiantes pre y universitarios (2013) y la Escala de Autoeficacia para la Búsqueda de Empleo (2011). Los resultados mostraron índices moderadamente bajos en expectativas y autoeficacia laboral en los jóvenes con diversidad funcional, detectándose mayores niveles de ambos constructos entre los estudiantes con movilidad reducida y con diversidad sensorial visual, con mayor grado de severidad y con diversidad funcional adquirida desde el nacimiento. Por último, se observó una asociación positiva entre autoeficacia y expectativas laborales. Estos resultados sugieren la importancia de diseñar programas de inserción laboral que detecten el nivel de autoeficacia laboral en este colectivo con el objetivo de potenciar este constructo entre los estudiantes con diversidad funcional y favorecer sus expectativas y autoeficacia laboral y con ello, su inserción laboral., In the present work, the expectations of labor insertion and job self-efficacy of a sample of university students with functional diversity are compared with the scores of the normative population. In turn, they examine whether these expectations and job self-efficacy differ depending on their demographic profile and the type, degree of severity and stage in which functional diversity was acquired. Finally, the association between job self-efficacy and job expectations of these students is found. 82 students with functional diversity from two universities in the province of Alicante participated. The Labor Expectations and Demands Questionnaire for pre and university students (2013) and the Self-efficacy Scale for Job Search (2011) were used. The results showed moderately low rates of expectations and work self-efficacy in young people with functional diversity. However, higher levels of both constructs were detected among students with reduced mobility and visual sensory diversity, with a higher degree of severity and with functional diversity acquired from birth. Finally, a positive association was observed between self-efficacy and job expectations. These results suggest the importance of designing job placement programs that detect the level of job self-efficacy in this group with the aim of enhancing this construct among students with functional diversity and favoring their expectations and job self-efficacy and with it, their job placement.

In a large, ethnically diverse sample of college-attending emerging adults (N = 693; ages 18–29), the current study examines associations between self-efficacy and individual adjustment (academic satisfaction, depressive symptoms, subjective physical health, and loneliness), directly and indirectly through perceived stress. Moderated mediation effects by sex, ethnicity, school year, and first-generation status were also explored. Using PROCESS, results show that self-efficacy was directly related to adjustment, and indirectly related through lower stress. Sex moderated the associations between self-efficacy and stress as well as stress and depressive symptoms; the relations were stronger in women. School year moderated how stress was associated with academic satisfaction in that the negative association was not found among the fourth-year students, but in all other peers. First-generation status moderated the negative association of self-efficacy and stress, with it being greater for first-generation college students compared to their peers. In addition, self-efficacy was positively related to academic satisfaction for first-generation students, but no relation was found for other students.

Contains fulltext : 285543.pdf (Publisher’s version ) (Open Access) Using both correlational and experimental designs across four studies (N = 1251 working individuals), the current project aimed to contribute to the understanding of workplace ostracism by studying two research questions. First, we tested whether the subjective experience of targets reflects the current theorizing of ostracism. Second, drawing from the transactional theory of stress and coping, we investigated whether this subjective experience impacts targets' coping responses. Findings based on exploratory and confirmatory factor analyses supported the current theorizing of workplace ostracism such that perceived intensity, intent, and ambiguity were reflected in how targets appraised being ostracized at work. The appraisals were also related to coping responses. Perceived intensity predicted more approach-oriented (e.g., confrontation) and less avoidance-oriented coping responses (e.g., minimization). While attributions of intent also predicted some coping responses (e.g., instrumental support seeking), the explanatory power of perceived ambiguity was lower than the other two appraisals. Although these researcher-defined dimensions may be reflective of targets' experience, we propose that predictions made based on these dimensions need further refinement. The theoretical and practical significance of these findings are discussed in relation to how workplace ostracism is typically studied in the literature. 14 p.

Background: Fibromyalgia (FM) is a multifunctional chronic musculoskeletal pain condition characterised by sensory hypersensitivity. Photobiomodulation (PBM) has shown a positive impact on relieving pain; however, no studies to our knowledge have analysed a whole-body PBM intervention in subjects with FM. The aims of the study were to compare the effects of whole-body PBM with placebo PBM on pain, functionality and psychological symptoms in patients suffering from FM. Methods: Forty-two subjects were recruited from a private care practice. The design of the study is a randomised, triple-blinded, placebocontrolled clinical trial. Participants received 12 treatment sessions. Pain, quality of life, level of physical activity and psychological factors were assessed at baseline (T0), after session 6 (T1), after treatment (T2) and at 2-week (T3) followup. Results: There were statistically significant differences in pain at 4 weeks (p B 0.001) (T2) and the 2-week follow-up (T3) (p B 0.001). In relation to the quality of life, there were statistically significant improvements after session 6 (p B 0.001) (T1), immediately after treatment (p B 0.001) (T2) and at the 2-week (T3) follow-up (p B 0.001). Kinesiophobia presented significant differences between groups immediately after treatment (p B 0.001) (T2) and at the 2-week (T3) follow-up (p B 0.001), with self-efficacy only showing significant differences between groups 2 weeks after the treatment (p = 0.01) (T2). There were no differences between groups when comparing pain catastrophising at any time. Conclusion: Whole-body PBM resulted in a significant reduction in pain and an improvement in quality of life in those participants suffering from FM after receiving 4 weeks of treatment. Furthermore, psychological factors such as kinesiophobia and self-efficacy were also improved. Thus, a whole-body PBM treatment is presented as a possible new multifactorial treatment with potential benefits for those with FM and more studies are needed to corroborate our findings.

Two important and current trends in the domain of work are the aging workforce and the high and increasing requirement for work-related learning due to the rate of technological advancement and innovation. Together, they create a precarious situation, as many theories suggest a decline in motivation to learn as people age. This study investigates antecedents of motivation and intention to learn in older employees in the financial sector. Specifically, we research how learning motivation is affected by personal and job resources and how these translate into intentions to learn. Data was collected via a quantitative survey of 870 employees aged 50 or older. The data is analyzed by the means of structural equation modelling (SEM). The results show positive relationships between proactive personality and motivation (subjective task value and learning self-efficacy) and negative relationships between institutionalized negative age stereotypes and motivation. This, in turn, affects older employees’ intention to learn. Finally, in contrast to supervisor support, organizational support for professional development raised utility value in the respondents. The findings suggest that organizations might want to recruit employees who are high in pro-active personality. Also, trainings may be fruitful to educate against the negative stereotypes that often associate old age with an inability to learn. Finally, supervisors and trainers should explain the utility and interest of the learning activities since it makes employees motivated to learn.

This study examined the potential of “transfer of learning” for arts students and the relationships among students’ fear of failure, procrastination, and self-efficacy when learning English. Two studies were conducted; in the first study, we investigated transfer of learning for arts students between their majors and the English language. In Study 2, we explored the influence of the fear of failure, procrastination, and self-efficacy on students’ English proficiency levels. We implemented a structural equation model (SEM) to ascertain whether the fear of failure and procrastination played a mediating role between students’ self-efficacy and English proficiency levels. The participants consisted of 501 students majoring in arts. The research tools included the online General English Proficiency Test and a questionnaire. The results indicated that both hugging and bridging strategies were significantly correlated with students’ English language achievements. Stepwise regression analysis revealed that hugging strategies, such as setting expectations, matching, simulating, modeling, and practicing problem-based learning, were positive predictors. The SEM results indicated that self-efficacy had a negative effect on students’ procrastination, and both the fear of failure and procrastination played mediating roles between students’ self-efficacy and English language achievement.

This study examined the interaction of alertness, self-efficacy, and intention in entrepreneurial behavior. This research departed from the efforts of educational institutions to produce graduates with entrepreneurial profiles. Data was collected through questionnaires distributed to 530 respondents who had taken sharia entrepreneurship classes at a university in Indonesia. The results showed that education positively affected students' alerts and self-efficacy. Alertness and subsequent self-efficacy also positively impact entrepreneurial intention and behavior. Next, the entrepreneurial intention has a positive effect on entrepreneurial behavior. Contradictory findings show entrepreneurship education does not significantly impact entrepreneurial intention, self-efficacy, and behavior. The indirect effect found that the mediating role of alertness, self-efficacy, and purpose could fully bridge the relationship between education and entrepreneurial behavior. The results implied the importance of alertness, self-efficacy, and intention to promote entrepreneurial behavior in educational institutions. The study results highlighted an important message for universities and schools to put more effort into students' self-efficacy, vigilance, and personal intention to maximize learning activities on campus. The action can support the efforts of educational institutions through the entrepreneurship curriculum to increase the profile of alums as entrepreneurs.

Background: The Aim of this study is to determine the effect of mobile-based training on maternal breastfeeding self-efficacy. Materials and Methods: This trial was conducted from November May to December 2020 on 198 women referring to healthcare centers in Guilan, Iran. The samples of this study were selected using the convenience sampling method, and random block sampling was used for the allocation of groups.The data collection tool was a two-part questionnaire including questions about demographic data and Dennis's self-efficacy. The questionnaires were completedbefore and 8 weeks after the intervention in both groups. Results: The mean and standard deviation of self-efficacy before the education in the experiment and control group were 48.26+ 6.49 and 49.11 + 7.36, respectively. After the education, the experimental group was 53.78 + 12.61 and control group was 41.90 + 17.98. The difference between the pretest and posttest scores indicated that the breastfeeding educational intervention increased the women’s self-efficacy in breastfeeding (p

Several challenges have been identified for patients with concurrent disorders to access adequate services and for nurses to care for them. These challenges contribute to a pressing need for continuing educational interventions, particularly within the mental health nursing workforce. To address this issue, an innovative interprofessional videoconferencing programme based on the ECHO® model (Extension for Community Healthcare Outcomes) was implemented in Quebec, Canada to support and build capacity among healthcare professionals for CD management. The aim of this prospective cohort study was to examine nurses' self-efficacy, knowledge, and attitude scores over a 12-month period. All nurses who registered in the programme between 2018 and 2020 were invited to participate in the study (N = 65). The data were collected online using a self-administered survey at baseline, after 6 months, and then 12 months following entry-to-programme. Twenty-eight nurses participated in the study (96.4% women), with a mean age of 39.1 (SD = 6.2). Compared to other professions (n = 146/174), the group of nurses also showed significant improvements in their knowledge and attitude scores, with respective effect sizes of 0.72 and -0.44 at 6 months, and 0.94 and -0.59 at 12 months. However, significant changes in self-efficacy were only found at the 12-month follow-up (P = 0.0213), among the nurses who attended more than 25% of the 20-session curriculum. ECHO is a promising intervention to improve the accessibility of evidence-based practice and to support nurses in suitably managing concurrent disorders. Further research is needed to establish the effectiveness of this educational intervention on clinical nursing practice and patient outcomes.

Background: The diet of toddlers is often not in accordance with dietary recommendations, putting them at risk of poor health outcomes later in life. Parents can struggle to provide their toddler with a healthy diet and interventions are needed. Helping parents to form healthy feeding habits may facilitate healthy feeding behaviours. Therefore, the aim of this study was to establish the feasibility of a 6-week online intervention to build healthy feeding behaviours in parents of toddlers.Methods: Parents and primary caregivers of children aged 2-3 (N = 75) were recruited to complete a 6-week online intervention consisting of 6 modules targeting habit formation, planning, goal setting, self-efficacy, interpersonal influences and picky eating. Demographics and feeding behaviours were measured with self-report at baseline and follow-up. Intervention acceptability and feasibility ratings were also gathered post-intervention.Results: Most participants were recruited online, highly educated and in a relationship. After 6-weeks, 17 participants completed the follow-up questionnaire, 11 of whom indicated that they had completed the whole intervention. Improvements were found for some feeding behaviours. Generally, participants who completed the programme reported that they found it acceptable.Conclusions: This study provides insights for future intervention development. Firstly, an online healthy feeding intervention seems to be acceptable but may need to focus on fewer change techniques. Further, engagement should be improved by including target group members and compulsory reminders. The target behaviours seem to be relevant. Online recruitment seems to be preferable and reaches parents and primary caregivers nationwide.

© 2022 The Authors. Journal of Organizational Behavior published by John Wiley & Sons Ltd.Based on social cognitive theory (SCT), we develop and test a model that links ethical psychological climate to ethically focused proactive behavior (i.e., ethical voice and ethical taking charge) via two distinct mechanisms (i.e., duty orientation and moral potency). Results from multi-wave field studies conducted in the United States, Turkey, France, Vietnam, and India demonstrate that an ethical psychological climate indirectly influences employees' ethical voice and ethical taking charge behaviors through the dual mechanisms of duty orientation and moral potency. Additionally, we find that individuals' moral attentiveness strengthened these mediating processes. Together, these findings suggest that ethical psychological climate is an important antecedent of ethically focused proactive behavior by stimulating individuals' sense of duty and enhancing their moral potency, particularly when employees are already highly attuned to moral issues.

Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective. Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.

Although organizations increasingly offer wellness programs that enable employees to work out before or during work, it remains unknown what implications physical activity before or during the workday might have for work outcomes. Whereas a workout might be rewarding, especially for those who enjoy exercise, working out might also be draining, especially for those who are less intrinsically motivated to exercise. Integrating the Work-Home Resources model with self-determination theory, we develop and test theory which identifies how physical activity before the end of the workday might exert countervailing effects by impeding work focus through drained personal resources (i.e., ego depletion), while also improving work focus via enhanced personal resources (i.e., self-efficacy). We further theorized that motivation for exercise-whether it is intrinsically or extrinsically motivated-serves as a cross-level moderator of these relations. In a 5-day experience sampling study tracking 74 regularly exercising employees with Fitbit activity monitors, results indicated that physical activity was not significantly related to ego depletion. However, we found that light physical activity was positively related to self-efficacy and self-efficacy positively related to work focus (as rated by coworkers). Further, vigorous physical activity only resulted in better work focus among employees with an intrinsic (vs. extrinsic) motivation for exercise. Finally, moderate physical activity resulted in better work focus via self-efficacy among extrinsically motivated exercises, whereas this relation was negative for intrinsically motivated exercisers. Combined, our results highlight that physical activity can improve work focus when there is a match between physical activity intensity and exercise motivation. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Introduction. Companies have recently begun to use Artificial Intelligence (AI) technology for recruitment. Job seekers are then analysed and recruited by AI interview systems. However, there is a lack of studies on the relationship between AI recruitment and job seekers. Aims. This study aims to analyse job seekers’ perception of AI recruitment expected value, to investigate how to improve job seeker satisfaction under the AI recruitment technology, and to explore the expectations of job seekers in the AI recruitment process. Besides, self-efficacy serves as a moderator and mediator in the relationship between perception of AI recruitment expected value and job seeker satisfaction. Aims. This study aims to analyse job seekers’ perception of AI recruitment expected value, to investigate how to improve job seeker satisfaction under the AI recruitment technology, and to explore the expectations of job seekers in the AI recruitment process. Methodology and research method. A sample of 254 student job seekers was collected for data analysis. Self-efficacy serves as a moderator and mediator in the relationship between perception of AI recruitment expected value and job seeker satisfaction. Through factor analysis, the study classified and named each dimension of perception of AI recruitment expected value and self-efficacy. Perception of AI recruitment expected value is divided into full participation, process flexibility and file diversity. Self-efficacy is divided into positivity and confidence. Next, statistical analysis was then performed to test the hypotheses. Results. The findings show that (1) the process flexibility is positively correlated with job seeker satisfaction; (2) positivity has a moderating effect on full participation and job seeker satisfaction; (3) confidence has a moderating effect on process flexibility and job seeker satisfaction; (4) positivity and confidence serve as mediators the relationship between perception of AI recruitment expected value and job seeker satisfaction. Scientific novelty. The current study helped to develop new scales to measure the constructs related to AI recruitment. Practical significance. The findings provide us with information to improve job seeker satisfaction in AI recruitment. Companies provide AI recruitment maps before recruiting, give job seekers greater flexibility in the process, and finally produce recruitment results quickly after the job search and provide feedback from AI analysis. Введение. Компании недавно начали использовать технологию искусственного интеллекта (ИИ) в рекрутинге. Затем людей, ищущих работу, анализируют и принимают на работу, используя технологии ИИ. Однако проводится недостаточно исследований по вопросу о взаимосвязи между подбором сотрудников с использованием ИИ и лицами, ищущими работу. Цель исследования – проанализировать восприятие соискателями ожидаемой ценности рекрутинга ИИ, изучить, как повысить удовлетворенность соискателей с помощью технологии найма ИИ, а также изучить ожидания соискателей в процессе найма ИИ с использованием технологии ИИ. Методология и методы исследования. Для анализа данных была сделана выборка из 254 студентов, ищущих работу. Самоэффективность служит модератором и посредником в отношениях между восприятием ожидаемой ценности набора ИИ и удовлетворенностью работой соискателями. С помощью факторного анализа авторы исследования классифицировали и дали название каждому аспекту восприятия ИИ относительно ожидаемой ценности и самоэффективности. Восприятие ожидаемой ценности найма ИИ включает полное участие, гибкость процесса и возможность загружать разнообразные файлы. Самоэффективность включает позитивность и уверенность. Затем был проведен статистический анализ для проверки гипотез. Результаты. Результаты показывают, что 1) гибкость процесса положительно коррелирует с удовлетворенностью соискателей; 2) позитивность оказывает сдерживающее влияние на полное участие и удовлетворенность соискателей; 3) уверенность оказывает сдерживающее влияние на гибкость процесса и удовлетворенность соискателей; 4) позитивность и уверенность служат посредниками в отношениях между восприятием ожидаемой ценности найма ИИ и удовлетворенностью соискателя. Научная новизна. Настоящее исследование помогло разработать новые шкалы для измерения конструктов, связанных с ИИ в рекрутинге. Практическая значимость. Полученные данные дают нам информацию для повышения удовлетворенности соискателей при найме с использованием ИИ. Компании предоставляют карты рекрутинга с помощью ИИ перед наймом, дают соискателям большую гибкость в процессе и, наконец, быстро предоставляют результаты рекрутинга после поиска работы и предоставляют отзывы об анализе с помощью ИИ. The authors would like to thank Ho Chi Minh City University of Economics and Finance (UEF) for funding this work. Авторы благодарят Университет экономики и финансов Хошимина (UEF) за финансирование настоящей работы.

This paper aimed to assess the effect of teachers’ self-efficacy on their performance appraisal in public secondary schools in Sabatia Sub County, Vihiga County, Kenya. The study, anchored on the social cognitive theory, adopted correlational and descriptive survey research designs. Stratified random sampling was used to select 12 schools and 227 teachers for the study based on category of school, status, and gender. Principals of each sampled school and the Sabatia Sub-County Teachers’ Service Commission director were purposively sampled. Data for the study was collected using questionnaires, interview guide, and document analysis guide. Quality assurance of research instruments ensured through piloting, content validity and test retest for reliability. Quantitative data was analysed using SPSS (version 25.0) descriptively and inferentially, while qualitative data was analyzed thematically. The findings showed the R-value from the model summary of the regression between self-efficacy and performance appraisal was 0.617. The R square value was 0.381, which implied 38.1 % effect on self-efficacy was attributed to teacher appraisal. The findings show significant effect of self-efficacy on performance appraisal. Therefore, performance appraisal for teachers needs to be enhanced since it plays a significant role in boosting their confidence, thus their self-efficacy.

The present study examined the relationship between adolescents’ efficacy beliefs (both personal and collective), climate anxiety (as measured with climate worry), group dynamics during an environmental intervention, and behavioral intentions in a setting where their agency was called upon. Data were collected in French-speaking Switzerland during and after four environmental education interventions during which adolescents developed climate-related projects or narratives in small groups. Questionnaire data (N = 150 adolescents) were matched with observations (from group dynamics) and interview data (from teachers). Self- and collective efficacy, climate anxiety, citing group work as a most interesting part of the intervention, and observed group attention were all positively related to stronger pro-environmental intentions. In addition, feeling involved in the group was also indirectly related to pro-environmental behaviors, through climate anxiety. Overall, our results suggest that being worried about climate change has the potential to translate into climate action. In addition, working in small groups has clear benefits for adolescents.

Eienskappe soos volharding, kreatiwiteit en aanpasbaarheid is 'n mens se hele lewe lank van kardinale belang. Navorsing het getoon dat hierdie eienskappe aangeleer kan word deur 'n kombinasie van intrinsieke motivering en 'n hoe selfdoeltreffendheidsiening. Daar word dikwels gebruik gemaak van belonings om leerders in skole te motiveer om te presteer, maar akademici het teenstrydige menings oor die rol wat belonings speel in leerders se intrinsieke motivering en selfdoeltreffendheidsienings. Navorsing toon dat leerders in spesiale skole dikwels weens vorige ervarings van herhaalde mislukking en terugslae lae sienings van hul eie vermoens het. 'n Studie oor die rol van belonings in die selfdoeltref-fendheidsienings van grondslagfaseleerders in spesiale skole was dus nodig, sodat onderwysers in spesiale skole belonings op so 'n manier kan aanwend dat dit leerders se selfdoeltreffendheid op 'n positiewe manier beinvloed. As vertrekpunt vir hierdie studie is Deci en Ryan (1985) se selfbeskikkingsteorie gebruik. In die milieu van 'n spesiale skool is vyf grondslagfaseleerders doelgerig gekies om aan die navorsing deel te neem, en die bevindings was soos volg: Leerders ervaar en waardeer akademiese belonings op 'n individuele vlak en daarom moet onderwysers belonings doelgerig selekteer en toeken. Ook moet die onderwyser deur die gebruik van belonings op die leerproses fokus om leerders se selfdoeltreffendheidsiening te verhoog. Throughout a person's life, characteristics such as creativity, adaptability and perseverance are needed. Research has shown that these characteristics can be cultivated through a combination of high self-efficacy and intrinsic motivation. Self-efficacy, or the belief one has about one S own ability, has a direct influence on how motivated one is to participate in a specific task or activity. An interrelationship therefore exists between the two, and can be influenced by an overall mindset regarding ability or intellect. Teachers often use rewards in the classroom to motivate learners to reach high performance standards; however, heavy debates about the influence of rewards on learners' self-efficacy and motivation are ongoing among academics. These debates are often due to different views or points of departure concerning motivation, such as the behaviouristic and cognitive approaches. The behaviouristic approach to motivation focuses mainly on three components, namely a driving force, learned motives, and incentives to "push" someone into participating in a task or activity. As opposed to the behaviouristic approach, the cognitive approach focuses on cognition, a personal, social, and cultural incentive that "pulls" a person towards participating in a given task or activity. According to the cognitive approach, motivation depends largely on the task or activity, on how interesting it is or what its perceived value is, on a person's abilities (or perceived abilities), and on the reason for success or failure in similar activities in the past. Past experiences are of crucial importance when people judge their own abilities (self-efficacy). Other criteria used to evaluate one's own abilities include social comparisons, verbal feedback, and physiological reactions. Research has shown that learners in special-needs schools often have low self-efficacy beliefs about their academic ability due to repeated experiences of failure. A study to investigate the role ofrewards on these learners' self-efficacy was therefore imperative. Teachers could use the findings to inform their decisions on how to use rewards in the classroom. Deci and Ryan's (1985) self-determination theory (SDT) was used as theoretical framework for this study. This theory strives to develop learners' self-efficacy beliefs through fulfilling three basic human needs for optimal functioning, constructive social development, and personal wellbeing. These needs are identified as 1) the need to feel capable, 2) the need to be in control (autonomy) and 3) the need for relatedness. As far as rewards are concerned, the self-determination theory covers issues such as how rewards can be used as informative feedback for learners, scaffolding them into becoming more effective in a task or activity. The theory further distinguishes between autonomous and controlled motivation providing opportunities for extrinsic motivation to become intrinsic motivation through integration. Five participants were purposefully selected from a special-needs school in the northern suburbs of Cape Town where they took part in a collective case study design that investigated their experiences of rewards and self-efficacy. It was found that learners value and experience different types of academic rewards on an individual basis and that the classroom teacher should therefore carefully select and award rewards. The types of rewards vary from abstract rewards like verbal praise to concrete rewards such as stickers or sweets. The awarding of rewards should furthermore focus on the learning process, and not on product or outcome, in order to increase learners' self-efficacy. The process of rewarding the learning process can be visualised as a staircase where each step is a learner's individual learning goal, with the overarching learning outcome (or product) at the top. As the learner climbs each step, he or she is in fact reaching a learning outcome. Rewarding for process and outcomes thus becomes integrated and the process becomes the product. This study's findings contribute to the increasing repository of literature on the use of academic rewards, focusing on how, and not if, rewards should be used.

This study aimed to examine the therapeutic mechanism of the benefit-finding therapeutic (BFT) intervention that used cognitive reappraisal and alternative thinking to construct positive aspects of caregiving (PAC), in a cluster-randomized controlled trial for Alzheimer caregivers. Forty two caregivers received BFT, whereas 87 received psychoeducation as control. Depressive symptoms and global burden were outcomes measured at baseline, postintervention, and 4- and 10-month follow-up. Mediators considered included PAC (measured by benefit word count to a qualitative measure) and three self-efficacies-controlling upsetting thoughts (SE-CUT), responding to disruptive behaviors, and obtaining respite. Using mixed-effects regression, we demonstrated that benefit-finding increased caregivers' PAC and SE-CUT, but that only SE-CUT uniquely predicted depressive symptoms and global burden longitudinally. Path analyses with bootstrapped confidence intervals, using full information maximum likelihood estimation to retain the whole sample with partial missing data, showed that SE-CUT change from baseline to postintervention mediated intervention effects on depressive symptoms, but not global burden, at both follow-ups. No mediation effects were found for PAC and the other self-efficacies. The BFT effect on depressive symptoms was partly accounted for by improvement in SE-CUT. The therapeutic mechanism for the effect on burden remained unknown. The study sheds light on the importance of actively promoting positive caregiver functioning. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Bu araştırmanın amaçlarından biri okul psikolojik danışmanlarının öz yeterlik düzeylerinin incelenmesi, diğeri ise öz yeterlik ve mesleki doyum düzeyi arasındaki ilişkide okul ikliminin aracı rolünün test edilmesidir. Araştırma betimsel ve ilişkisel nitelikte bir çalışmadır. Araştırmanın katılımcıları 561 okul psikolojik danışmanından oluşmaktadır. Verilerin analizinde aritmetik ortalama, standart sapma, t testi, tek yönlü varyans analizi ve aracı etki analiz yöntemi kullanılmıştır. Araştırma sonucunda okul psikolojik danışmanlarının genel öz yeterlik düzeylerinin ortanın üzerinde olduğu, alt boyutlara göre öz yeterlik düzeylerinin yüksekten düşüğe doğru Kişisel ve Sosyal Gelişim, İş birliği, Öncülük Etme ve Değerlendirme, Kariyer Gelişimi ve Akademik Gelişim ve Kültürel Kabul olarak sıralandığı sonucuna ulaşılmıştır. Ayrıca hizmet süresi 6 yıldan fazla, lisansüstü mezunu ve özel okulda görev yapan okul psikolojik danışmanlarının öz yeterlik düzeylerinin anlamlı şekilde yüksek olduğu; öz yeterliğin cinsiyet, mezun olunan lisans programı ve eğitim kademesine göre farklılaşmadığı belirlenmiştir. Son olarak öz yeterlik ve mesleki doyum düzeyi arasındaki ilişkide okul ikliminin kısmı bir aracı rolünün olduğu sonucuna ulaşılmıştır., One of the aims of this study was to examine the self-efficacy levels of school counselors, and the other was to test the mediating role of school climate in the relationship between self-efficacy and professional satisfaction. The study is a descriptive and correlational study. The participants of the study consisted of 561 school counselors. In the analysis of the data, arithmetic mean, standard deviation, t test, one-way analysis of variance and mediating effect analysis method were used. As a result of the research, it has been concluded that the general self-efficacy levels of school counselors are above the middle; and the self-efficacy levels according to the sub-dimensions are from high to low, Personal and Social Development, Collaboration, Leadership and Assessment, Career and Academic Development and Cultural Acceptance sub-dimensions. In addition, the self efficacy levels of school counselors who have more than 6 years of service, graduate degrees and working in private schools are significantly higher; it was determined that self efficacy did not differ in terms of gender, undergraduate program graduated, and education level. Finally, it was concluded that school climate has a partial mediator role in the relationship between self efficacy and professional satisfaction.