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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.

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.

The purpose of this research was to investigate a range of individual attributes (i.e. narcissism, self-efficacy, body attitudes and internalization of beauty ideals) as antecedents to young college women’s engagement in both general (non-risky) and risky appearance management behaviours. This study also examined the mediating role of beliefs about the importance of appearance in the relationship between all antecedent variables and engagement in appearance management behaviours. A survey was conducted with female undergraduates (n = 120) who enrolled at a land-grant university in the Midwestern United States. A mediation analysis with PROCESS was conducted to test the direct and indirect relationships among the variables. Exhibitionistic narcissism and internalization of beauty ideals had positive indirect effects on both general (non-risky) and risky appearance management behaviours via beliefs about the importance of appearance. Self-efficacy had a positive direct effect on both general (non-risky) and risky appearance management behaviours, while it had no indirect effect via beliefs about the importance of appearance. Body attitudes had a positive direct effect on general (non-risky) appearance management behaviours only. A mediating role of beliefs about the importance of appearance is discussed. Academic contributions and managerial implications are also discussed.

We examined the effects of racial/ethnic diversity and numeric marginalization on learning outcomes (changes in counseling self-efficacy, self-stigma for seeking counseling, and mental health) with 402 students in 30 sections of helping skills classes. Students self-identified as African American, Asian, Hispanic/Latinx, Other, or White. We operationalized class diversity with the diversity index developed by Chang (1999) and numeric marginalization as the percentage of students in the class that shared a target student's identity. Using two-level Hierarchical Linear Modeling (HLM; students nested within classes), we predicted counseling self-efficacy, counseling self-stigma, and mental health from student identity (Level 1), and the cross-level interaction between diversity and numeric marginalization (Level 2). Results suggested that classroom diversity had no effects on counseling self-efficacy but was associated with greater self-stigma. However, more classroom diversity was linked with better mental health for Latinx students. With African American students, numeric marginalization was associated with more counseling self-stigma. Surprisingly, for Asian students, numeric marginalization (i.e., a greater percentage of Asian students in a classroom) was linked with worse mental health. Finally, diversity had no effects on outcomes for White students. Findings demonstrate the importance of racial/ethnic composition in helping skills courses. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Introduction The current climate in nursing education favors simulation-based learning experiences over traditional forms of pedagogy for their perceived benefits in improving students’ competencies and skills. This quality improvement project explored the impact of simulation-based learning experiences for first-semester nursing students on their self-efficacy and self-confidence to perform in bedside roles in their first clinical rotation. This project focuses on first-semester associate degree nursing students. Aim The purpose of this project was to determine if it is beneficial for ADN students to participate in simulation activities before the first clinical rotation, as opposed to experiencing simulation later in their studies, as is traditional in this university. Method The participants attended three simulation sessions and were evaluated on their satisfaction with the program, its usefulness for their practice, and self-efficacy before and after participating in their first clinical practice experience. Results The findings of this quasi-experimental project indicate improved satisfaction with each simulation session and overall acceptance and recommendations for retention in the curriculum. The students’ self-efficacy and self-confidence levels increased significantly after the clinical practice (t (20) = 2.63, p = 0.016). Conclusion Introducing simulation for first-semester associate degree nursing students has benefits and improves learner preparedness for bedside roles.

ObjectiveThere is insufficient evidence for the effectiveness of various tones of communication in modifying health behaviours. We examine the moderating role of assertiveness in the effect of positive/negative language on emotional responses (optimism, self-efficacy, and guilt), and resulting preventive health behaviours.DesignThree experiments were employed. An online experiment tests the relationship between positive/negative language and assertiveness when people communicate about healthful eating. Next, a field study examines the moderating effect of assertiveness in positive and negative language encouraging using sunscreen among street passers-by. Third, an online study explores whether the effect of assertiveness in positive and negative messages on hand-washing intentions is mediated by increased optimism and self-efficacy, and decreased guilt, respectively.ResultsPositive language increases compliance when expressed assertively because the assertive tone emphasises optimism and self-efficacy. Conversely, negative communication is more effective when expressed non-assertively, because of the replenishing effect of the gentler tone on the guilt evoked by the negative communication.ConclusionAssertiveness serves as an intensifier of what is being communicated. When considering whether to employ positive or negative language in health messaging, assertiveness should be considered as part of the design of effective health communication strategies leading to health promoting behaviour change.

Most research applications of the social cognitive model of career self-management (CSM; Lent & Brown, 2013) to career exploration and decision-making have involved U.S. college students. To extend research on the model, we tested its fit to the data in a sample of 345 unemployed adult workers in Portugal. Participants completed measures of career decision self-efficacy, outcome expectations, social support, conscientiousness, neuroticism, exploration goals, decisional stress, and career choice certainty. The model test yielded good overall fit to the data and accounted for significant variance in goals, stress, and choice certainty. When compared with prior findings, the results suggest that the CSM model may offer explanatory utility relative to the making of initial as well as subsequent career decisions and across national boundaries. Implications of the findings for the social cognitive model as well as for future research and practice are considered. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Latina immigrant farmworkers are a vulnerable and understudied population that face a host of socio-cultural and structural barriers that place them at risk for HIV infection. Cultural factors, including traditional gender roles (egalitarian and marianismo) that frequently inhibit communication between partners and promote rigid roles, may particularly affect self-efficacy for HIV prevention among this population. OBJECTIVE: This study examines the impact of women’s gender norms on HIV knowledge and safe sex negotiation skills, along with the moderating influence of HIV self-efficacy among Latina immigrants in a farmworker community. DESIGN: The current cross-sectional analysis study examines data from a sample (N=157) of mostly undocumented Latina immigrant farmworkers in South Miami-Dade County, Florida. Analysis was performed on secondary data obtained from baseline collected on an intervention pilot study. Measures of traditional American (egalitarian) and Latina (marianismo) gender norms, HIV self-efficacy, and HIV knowledge, as well as key demographic variables were collected. RESULTS: Findings revealed higher American (egalitarian) gender norms directly and indirectly predict higher HIV prevention factors. Additionally, HIV self-efficacy did not mediate effects of marianismo on HIV risk. CONCLUSION: Findings conclude that HIV prevention can be especially challenging due to socio-cultural and traditional gender norms faced by Latinas in farm working communities and that such norms should be taken into account when developing and adapting culturally appropriate interventions to reduce HIV related risk behaviors for Latinas residing in urban or farm working communities.

The aim of this study is to test a path analysis model that examines teachers’ self-efficacy beliefs, motivation to teach, and curriculum fidelity. A correlational survey model was used while designing the study. The study sample consisted of 414 teachers working in a province of Turkey during the spring semester of the 2019-2020 academic year. The Teacher Self-Efficacy Beliefs Scale, the Teachers’ Motivation to Teach Scale, and the Curriculum Fidelity Scale were all used as data collection tools. Prior to data analysis, the data set was tested for both univariate and multivariate normality; descriptive statistics, Pearson’s correlation, and path analysis were also used to test the data. Results gathered from the study show that teachers have strong self-efficacy beliefs; while they had a high level of intrinsic motivation, their extrinsic motivation was found to be at a moderate level. Based on the results of the path analysis, teachers’ self-efficacy beliefs were found to directly and indirectly predict both their motivation to teach and their curriculum fidelity. In addition, teachers’ levels of intrinsic motivation were found to predict curriculum fidelity directly, while their levels of extrinsic motivation were found to affect curriculum fidelity indirectly

Alcohol use disorder (AUD) is a chronic health problem in the United States, with social, economic, and personal consequences. The purpose of the current integrative review was to examine recovery from AUD in adult Alcoholics Anonymous® (AA) members working the 12 steps. Databases were searched using a combination of search terms with inclusion criteria of human adult studies published in English between 2010 to 2020. Searching the references of retained records also identified other relevant studies for inclusion. Through the process of two searches and examination of retained records' reference lists, 20 articles were retained. AA outcomes frequently cited are abstinence, improved self-efficacy, improved psychosocial well-being, and improved social networks. These positive outcomes are linked to attendance and participation in AA. There is a deficiency of research specific to how AA works to achieve the ascribed outcomes. This identified gap in the state of the science lays the foundation for future research. [ Journal of Psychosocial Nursing and Mental Health Services, 59 (12), 33–39.]

The objective of this study was to investigate the level of English preparation class students’ WTC in English, their self-efficacy perceptions, and their linguistic self-confidence. This study also aimed to explore the possible correlation among these variables. Eighty-four Turkish EFL learners studying at compulsory English preparatory classes at Yozgat Bozok University in Turkey participated in the study. A mixed-method research design was adopted. The quantitative data were collected through 4 five-point Likert-type scales: the WTC scale, the Communication Anxiety Scale, and the Perceived Communication Competence Scale, and the Self-Efficacy Scale. The qualitative data involved semi-structured interviews conducted with 30 of the students. Both qualitative and quantitative data revealed that students were somewhat willing to communicate, they perceived themselves somewhat confident in English, they did not experience much communication anxiety, and they had a medium level of perceived self-efficacy in English. Correlation analyses showed that there was a negative relationship between communication anxiety and other three affective variables, namely, perceived communication competence, willingness to communicate and self-efficacy. The findings further revealed a positive relationship between students’ willingness to communicate and other variables such as their perceived communication competence, self-efficacy, and linguistic self-confidence. A positive relationship was also observed between students’ self-efficacy and their perceived communication competence and linguistic self-confidence. The implications of the study were discussed and some recommendations for further studies were made.

This study aims to investigate the relationship between empathy, social self-efficacy, problematic Internet use (PIU), and problematic online gaming (POG) and to evaluate how such relationship varies according to the age of the participants. A sample of 1,585 Italian students, both genders, aged 12-20 years, were divided into three groups according to the age filled in these self-report questionnaires: PIU; Game Addiction Scale for Adolescents; Interpersonal Reactivity Index; Scale of Social Self-Efficacy; Strengths and Difficulties Questionnaire. The results allow to confirm that in the Italian context the relationships between the examined constructs change across the three age groups considered in the study. PIU and POG, as well as prosocial behaviors and personal distress, tend to significantly decrease in late adolescence (age 18-20 years); 15-17 years adolescents reported more empathic concern compared with the other groups. PIU and POG are affected by empathy and social-self efficacy in different ways depending on age, suggesting that the two conditions have an at least partially different nature. The different components of empathy seem to play a different role in the development of either PIU or POG confirming the need to separate the components of empathy.

Students��� educational outcomes are influenced by several factors that are not directly related to their personal characteristics, among which parental beliefs and behaviours are of special relevance. The present study was conducted on a sample of 301 primary school students and their parents, who completed a set of prepared questionnaires used for investigating the contribution of parental self-efficacy and the perception of parental involvement to students��� academic achievement, perceived academic control and achievement goals. The obtained results indicated parental self-efficacy as a predictor of perceived academic control and avoidance goals, whereas perception of parental involvement predicted perceived academic control, mastery approach and work avoidance goals. These findings confirm and extend previous knowledge regarding the relevance of parents��� engagement to children���s educational outcomes. (DIPF/Orig.)

Purpose: The objectives of this research are to verify the development and effectiveness of a nursing student emotional competency promotion program that is important in professional nursing strategies for strengthening the psychological well-being of patients.Methods: This research was done by developing an emotional competency promotion program for nursing students according to the analysis, design, development, implementation, evaluation (ADDIE) model. Apply the program to students and evaluate their effects on their self-awareness, self-management, social awareness, relationship management and self-efficacy using a nonequivalent control group pretest-posttest design. The subjects of this research were 48 nursing students enrolled in the department of nursing of D College; 24 students were placed in the experimental group and 24 students were in the control group. The experimental group participated in the developed program from December 18, 2017 to January 12, 2018, for a total of 8 sessions. Each session was 120 minutes long. For data collection, a pretest, posttest 1 and 2 were performed using an independent t-test and repeated measure ANOVA using SPSS/WIN 22.0.Results: The experimental group who participated in the emotional competency promotion program showed higher self awareness (F=5.65, p=.005), self management (F=11.12, p

This study aims to evaluate the effect of infant care training on maternal bonding, motherhood self-efficacy, and self-confidence in mothers of preterm newborns and examine the relationship between them. The study was conducted experimentally with pre-test and post-test control groups in the Maternity Hospital. The population of the study consisted of late preterm newborns and their mothers (N = 81) who met the inclusion criteria of the study. Data was collected with an information form, a maternal bonding scale (MBS), a perceived maternal parenting self-efficacy scale (PMP-SE), and a Pharis self-confidence scale (PSCS). Mothers of the infants in the experimental group were given preterm infant care training as a nursing initiative. In the study, the post-test MBS scores significantly increased in the experimental group, with a significant difference between all the sub-dimensions and the total scores of the PMP-SE post-test of mothers in both groups (p

This study examined Self-Concept, Self-Efficacy, and Self-Esteem as Predictors of Academic Performance in Mathematics among Junior Secondary School Students in Edo State. The main purpose of the study is to determine the relationship between self-concept and academic performance in mathematics of Junior Secondary School students in Edo state. The study adopted the correlation research design. A sample of 3,639 was drawn from a population of 36,615 junior students in Edo state. The data generated for the study were obtained through a self designed questionnaire. Pearson Product Moment Correlation and Multiple Regression were used to analysed the data collected. The result obtained revealed the following: there was a positive relationship between self-concept and academic performance in mathematics among junior secondary school students, there was also a negative relationship between self-efficacy and academic performance in mathematics among junior secondary school students in Edo state. The study thus concluded that self-concept and self-efficacy are not only significantly related to academic performance, they significantly predict academic performance of students. It was therefore recommended that adequate and sufficient attention must be given to sustain the development of positive self-concept and self-efficacy of students in the school system, while deliberate efforts should be made to build up the self-esteem of the students and Teachers should be offered professional guidance by educational authorities on these self-constructs in students as an avenue to improve on students’ academic performance.

This study investigated the association between children’s perceptions of autonomy support from mothers and teachers in relation to academic procrastination. It also examined the role of self-efficacy for self-regulated learning in mediating these effects. The sample comprised 372 fifth and sixth grade elementary school students from Seoul, Korea. Each completed a questionnaire regarding mothers’ and teachers’ autonomy support, children’s self-regulated learning efficacy, and academic procrastination. The results indicated that whereas mothers’ autonomy support had a direct effect on children’s academic procrastination, teachers’ support did not. In other words, children who perceived higher levels of autonomy support from mothers tended to exhibit less academic procrastination. Regarding indirect paths, children who perceived higher levels of mothers’ and teachers’ autonomy support displayed greater efficacy for selfregulated learning, which corresponded to lower levels of academic procrastination. The discussion highlights the vital roles of autonomy support from mothers and teachers in enhancing children’s feelings of effective self-regulated learning and encouraging them to complete academic tasks. Furthermore, the present study considered not only outward behavioral factors but also the underlying cognitive and affective aspects of delaying behavior that underpin the effects of self-regulated learning efficacy and autonomy support of mothers and teachers on academic procrastination.

Makerspaces and the availability of digital maker tools offer opportunities to create with their hands. Makerspaces and making have increasingly found their ways into institutions of formal and informal education but have yet not been explored in entrepreneurship education. Maker education holds the premise that learners work in a self-regulated and interdisciplinary way and develop a mind-set that enhances their self-organisation and self-efficacy. In the context of a European project, an educational programme, which combined maker and entrepreneurial education for fostering entrepreneurial thinking, skills and attitudes, was developed. This paper aims to understand and evaluate the direct effect of this maker educational programme on the development of non-cognitive (entrepreneurial) skills and attitudes, i.e. in relation to self-efficacy and creativity, as core elements of an “entrepreneurial spirit”. A creativity drawing test as well as a self-efficacy questionnaire were used to evaluate the maker educational programme and to measure individual effects on study participants. The analysis of the results shows a positive effect at the individual level in both creativity and self-efficacy when taking age and gender differences into account. A better understanding of the relationship between age as well as location specific settings and the resulting benefits in creativity and self-efficacy would be a worthwhile follow up research.

The purpose of this basic, exploratory study is to examine primary grades (K-2) teachers’ perceptions of the self-efficacy of their students in mathematics, whether or not there is a difference in the self-efficacy between students based on their performance, and to gather information about how teachers are differentiating instruction. Forty teachers completed an online open-ended survey. Data from responses was analyzed through a constant comparative process in order to answer the research questions. Teachers indicated that advanced students generally have a higher mathematical self-efficacy than their peers, therefore possibly influencing advanced students’ potential for higher academic achievement in mathematics. Additionally, many teachers reported using small groups and manipulatives as vehicles to differentiate instruction. However, the convenience sample and data collected warrants further studies to more closely examine the interaction between students’ self-efficacy, teachers’ differentiation, and student achievement.

Despite the burgeoning of research on climate change, there are still significant gaps in our understanding of the antecedents of climate change and adaptation behavior. Drawing on a survey of coffee farmers in Honduras, this study explores the impact of climate change risk perception (CCRP) on adaptation behavior of coffee farmers and explores the mediating role of climate-related attitudinal factors and the moderating role of self-efficacy in the relationship between climate change risk perception and adaptation behavior. Data are analyzed in the partial least square structural equation model (PLS-SEM) (v 3.3.3). The findings of this study supported the hypothesized relationship between CCRP and adaptation behavior, mediated by climate-related attitudinal factors, such that, concern for climate change, skepticism, and feeling of powerlessness significantly mediate the underlying relationship between CCRP and adaptation behavior. Furthermore, the study found that self-efficacy significantly moderates the relationship between CCRP and adaptation behavior such that the relationship is more pronounced at high levels of self-efficacy and vice versa. In addition, the study also found significant interaction effect of self-efficacy in the indirect relationship between CCRP and adaptation behavior, mediated by attitudes towards climate change. Finally, the study presents significant implications for research and practice.

Self-efficacy should be fully integrated as one of the mainstays assisting multiverse EFL academicians to achieve greater speaking learning achievements, improve their actual communicative competencies, and justify their misconceptions of L2 speaking learning enterprises. Corresponding with these 3 aforementioned advantages, the full activation of robust self-efficacy will potentially allow EFL academicians to show greater effortful actions, resilience, motivation, and commitment to relentlessly forge their L2 communicative competencies in the presence of adverse speaking learning situations. This qualitative study was conducted in the support of the narrative inquiry approach to yield rejuvenated facts, trustworthy truth, and apparent evidence for worldwide EFL educationalists concerning the significance of self-efficacy implementations in diverse wide-ranging L2 speaking classroom vicinities. Two major positive influential factors are deemed as both internal and external factors affecting the luxuriant proliferation of striking L2 speaking skills as well as self-efficacy levels advancement namely the induction of long-life speaking learning endeavor and supportive speaking learning environments. For the future betterment of self-efficacy and EFL speaking studies, varied relevant research instruments need to be mutually accompanied by a considerable number of research participants to produce more significant research results contributing a richer understanding of affective second language learning fields. Keywords: Self-efficacy, EFL speaking, narrative inquiry

This research investigated the self-efficacy, beliefs, and practices of generalist primary school teachers who undertook the Bachelor of Education with a specialism in PE between 2016 and 2019. Dat...

Aims: The study determined the type of relationship between emotional intelligence and academic achievement of secondary school students, the type of relationship between self-efficacy and academic achievement of secondary school students, the type of joint relationship among emotional intelligence, self-efficacy and academic achievement of secondary school students in Mathematics in Imo state. Study Design: Correlational Survey research design. Place and Duration of Study: Secondary school II students in Imo State, Nigeria Sample: Methodology: The study adopted the correlation survey design. Disproportionate stratified sampling technique was used to select a sample size of 1250 SS II students from a population of 6960 SS II students in government owned secondary schools in Imo state. The instruments adopted for data collection were standardized emotional intelligence inventory (EI) and self-efficacy scale (SES). These instruments were administered using direct delivery approach with the help of regular teachers as research assistants from the sampled schools. Research questions 1 and 2 were analyzed using Pearson Product Moment Correlation Coefficient, while research question 3 was analyzed using multiple regression analysis. The hypotheses postulated was tested at 0.05 level of significance using multiple regression analysis which determined the R, R-squared and adjusted R-squared. The significant value on the coefficient table was used to test hypotheses 1 and 2, while the ANOVA F-ratio, R, R-squared and adjusted R-squared coefficients derived from multiple regression analysis were used to test hypotheses 3. Results: The findings of the study revealed a moderate positive relationship of 0.643 existing between secondary school students’ emotional intelligence and their academic achievement in Mathematics, Also, a very low positive relationship of 0.310 existing between secondary school students’ self-efficacy and their academic achievement in Mathematics, a moderate positive relationship of 0.451 existing among secondary school students’ emotional intelligence, self-efficacy jointly with their academic achievement in Mathematics. Furthermore, a significant relationship between emotional intelligence and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship between self-efficacy and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship existing among secondary school students’ emotional intelligence and self-efficacy jointly with their academic achievement in Mathematics in Imo state. Conclusion: The conclusion of this study creates an insight on the possible reasons for poor academic achievement in accordance with their personality traits and have provided justification for the expressed concerns.

Mathematics teaching in a 21st-century educational context requires a shift to active learning. The shift calls on teachers, and the plans countries need to prepare to make the changes through well-designed teacher professional development programs. ARPA (Spanish acronym for Activating Problem Solving in Classrooms), as a professional development program, with an emphasis on collaborative problem solving, provides opportunities and tools for teachers to enrich their classroom activities in a student-centered manner. This study of 149 in-service teachers evaluates the impact of an ARPA workshop on teachers’ self-efficacy and their tendency to choose student-centered practices. The results show that before participating in the program, even if teachers had believed in their ability to solve problems, they did not consider how to connect this ability with the active student-centered problem-solving practices in their classroom. However, teachers’ self-efficacy in performing problem solving significantly affects the teachers’ report of their student-centered practices after participating in the program. Understanding the relationship between teacher confidence and the quality of their classroom activities is essential for the optimization of the outcomes of any teacher’s professional development.

International audience; The study aimed to determine the influence of the attitude of employees toward work and work environment toward work self-efficacy. To deepen the understanding of the study, literature was reviewed and theories were established. The study used the descriptive correlational research design and it used questionnaires to gather the data. The study found that the cognitive attitude of employees toward work is high but the work environment is at a moderate level. Taking the independent variables together, both are correlated to the work self-efficacy of employees. It means that both, attitude toward work and work environment can affect work self-efficacy. Therefore, the hypothesis of the study is accepted.

This study investigated the role of creativity and general self-efficacy as factors that give rise to organizational knowledge workers’ entrepreneurial intentions. It also examined the interaction effect of creativity and general self-efficacy in relation to entrepreneurial intention. The research model was tested by applying partial least squares structural equation modeling (PLS-SEM) to a dataset collected from 303 knowledge workers in Finland. The empirical results supported our hypothesis and showed that creativity was significantly and positively related to knowledge workers’ entrepreneurial intentions, whereas the impact of general self-efficacy on entrepreneurial intentions was not supported in the main model. In addition, our findings revealed that general self-efficacy moderated the relationship between creativity and entrepreneurial intention. The moderation was positive, meaning that the higher the general self-efficacy, the stronger the relationship between creativity and entrepreneurial intention. Post-print / Final draft

Objective: To determine average changes and individuals' patterns of change in depressive symptoms, anxiety symptoms, general distress, and life satisfaction between admission to spinal cord injury inpatient rehabilitation and discharge; and to identify factors associated with change. Methods: Longitudinal data collection as part of a national cohort study (N=281). Changes in the psychological adaptation outcomes were analyzed using latent change score models. Reliable change indexes were calculated for each outcome to identify individuals' patterns of change. Biopsychosocial factors were examined as covariates of change. Results: On average, depressive symptoms, anxiety symptoms, and general distress decreased between admission and discharge, while life satisfaction increased. According to the RCI, several adaptation patterns were identified. The proportion of individuals following each pattern varied depending on the analyzed outcome: resilience (absence of clinically relevant symptoms at admission and discharge) was the most common for symptoms of depression (61.57%) and anxiety (66.55%), while vulnerability (clinically relevant symptoms at both measurement times) was the most common for distress (57.32%). Improvement patterns (statistically significant decreases) were identified for 6.41%, 4.27%, and 7.83% of participants in depressive symptoms, anxiety symptoms and distress, respectively. For life satisfaction, improvement (statistically significant increases) was found for 8.54%. Male sex, tetraplegia, self-efficacy, optimism, and social support were associated with average changes in the psychological adaptation outcomes. Conclusions: On average, participants showed improvement in all analyzed outcomes. Still, there is substantial variability in change. Self-efficacy, social support, and optimism are potential intervention targets during inpatient rehabilitation to promote a favorable psychological adaptation process., + ID der Publikation: unilu_58918 + Sprache: Englisch + Letzte Aktualisierung: 2022-05-04 17:13:27

Organizational scholars concurred that positive workplace relationships with others can helps employee to gain from these relationships but, they lack insights into how or why this occurs. Moreover, the relationship dynamics focus on what the relationships provide without considering the how these relationships initiated, builds and maintains. To line of this, the current study aims to find the impact of mentoring functions (career, psychosocial, role modeling) and employee performance (career success, organization citizenship behavior, and job performance) via mediating effect of relational self-efficacy. For this purpose, the data were gathered from 310 branch banking employees of Pakistani conventional banks. PLS-SEM was used for data analysis. The results indicate that there is direct relationship between mentoring functions and employee’s performance. Moreover, the finding also shows that employee relational self-efficacy mediates the relationship between mentoring functions and employee performance. Theoretical and practical implications are discussed along with suggestions for future research.

Confronted with the rapid technological changes and increased global competition, training of employees now focused on self-directed development (SDD). Despite the recognition of self-directed deve...

Aim To explore whether self‐efficacy has any positive or negative mediating effects between family functioning and quality of life among elders with chronic diseases. Design A cross‐sectional study. Methods Questionnaires were collected from 516 community‐dwelling elderly individuals with chronic diseases using a convenience sampling method. The questionnaires included the Self‐efficacy for Managing Chronic Disease Six‐Item Scale, the Family Adaptation Partnership Growth Affection Resolve Index and the MOS 36‐Item Short Form Health Survey. Results Family functioning and self‐efficacy impacted the quality of life of community‐dwelling elderly individuals with chronic diseases. Family functioning was mediated by self‐efficacy and had an indirect impact on quality of life. The mediating effect accounted for 62.50% of the total effect.

According to the Risk-Need-Responsivity (RNR) model, treatment effectiveness increases when treatment addresses all three associated core principles. While researchers have focused on the risk and need principles, responsivity remains under-investigated. The theoretical foundation of the RNR model and former research indicates low perceived self-efficacy and inadequate adult attachment styles as potential responsivity factors that can impede treatment of the underlying risk factors. This study assesses firstly whether these factors predict treatment attrition, and secondly changes in the assessed risk of sexual reoffending. Participants were N = 146 men sentenced for sexual offenses in a German social-therapeutic correctional facility. Younger age, higher number of previous convictions, and higher scores on the interpersonal facet of the Psychopathy Checklist-Revised are associated with a higher risk of treatment attrition. Unemployment prior to incarceration was found to be an aggravating factor, whereas substance abuse emerged as a mitigating factor, according reducing the risk of reoffending. Neither pre-treatment self-efficacy nor attachment styles revealed as responsivity factors in this study. Future studies should examine if the consideration of these factors during treatment might impact treatment outcomes.

Background Respiratory care programs are under pressure to recruit and retain students in both undergraduate and graduate programs. Factors that influence undergraduate students' decisions to continue their education into an advanced degree program are not fully understood. The purpose of this study is to determine students' perceived self-efficacy, outcome expectations, barriers, and support to attend a Master of Science in Respiratory Care (MSRC) program. Methods This study used a survey from a previous study that included questions on undergraduate student self-efficacy, outcome expectations, perceived barriers and was utilized to assess students' perceptions of the support to attend an MSRC and its impact on their career goals. Student self-efficacy is defined as a person's beliefs and ability about his/her capacity to succeed in a specific situation. All undergraduate students (n = 89) in the Bachelor of Science in Respiratory Care program at Texas State University were invited to participate in the study. Results A total of 87 surveys were collected (42 juniors and 45 seniors) with a response rate of 97.7%. Ninety percent of study participants were female, and the average age was 22.54 ± 3.50 years. Self-efficacy results indicate that 88.5% of our undergraduate students believe they would be successful if enrolled in the MSRC program. Only 58.6% are interested in pursuing the MSRC, possibly because 51.7% do not think the MSRC is required for the job they want. However, 98.8% believe the MSRC will create more opportunities for them. Cost (34%), tired of schoolwork (20%), and marriage (10%) are the three main reasons not to attend the MSRC. Of those interested in an MSRC program, 71.3% reported that they do not know if they can receive financial support for graduate studies, 71% are unaware of how to contact a graduate program coordinator, and 89% fear difficulty in navigating graduate school and networking with others. Conclusion Respiratory care students have self-efficacy to attend an MSRC program and believe it will provide more opportunities for them. However, cost and resource awareness are the main barriers to enrolling in the graduate program. This study highlights students' perceived barriers and challenges in advancing their knowledge and continuing their education with an MSRC degree and the need for student support.

Introduction Self-management is an integral component of chronic kidney disease (CKD) treatment. Nevertheless, many patients with CKD do not adequately engage in self-management behaviors, and little is known on the underlying reasons. We aimed to identify and describe the factors that influence self-management behaviors from the perspective of adults with CKD. Methods We conducted 30 semistructured interviews with adults with CKD stage 3 or 4 from an academic nephrology clinic in the United States. Interviews were analyzed thematically. Results The following are the 3 key phases of CKD self-management behavior engagement identified: (i) prioritization, (ii) performance, and (iii) maintenance. Prioritization was favorably influenced by optimism, stress management, and patient-provider communication and hampered by fatalism and competing priorities. Behavior performance was facilitated by motivating factors, self-efficacy, and support resources and impeded by comorbid conditions that caused treatment burden and adverse symptoms. Behavior maintenance relied on effective routines, influenced by similar factors as behavior performance, and reinforced by memory aids, goal setting, self-monitoring, and proactive preparation. Conclusion We identified modifiable facilitators and barriers that influence the incorporation of CKD self-management into daily life. Our findings have important implications for the care of patients with CKD by providing a framework for providers to develop effective, tailored approaches to promote self-management engagement.

This study aims to investigate the influence of teachers’ language politeness on students’ academic motivation and self-efficacy during online learning (school from home) and to examine the relationship between students’ academic motivation and self-efficacy during online learning. This study used a quantitative approach with the correlational method. The participants of the study were 150 elementary students (male: 47%; female: 53%). Three types of scales were used in this study, namely the teachers’ language politeness scale, the academic motivation scale and the self-efficacy scale. The hypothesis of the study was tested using analysis of variance assisted with SPSS version 26. The study found that teachers’ language politeness significantly influences students’ academic motivation and self-efficacy during online learning. Teachers’ language politeness was more likely to have greater influence on students’ self-efficacy than on students’ academic motivation. As shown in the model, the value of the relationship between students’ academic motivation and self-efficacy was 0.497. Keywords: Language politeness, academic motivation, self-efficacy, school from home.

Self-control (SC) plays a critical role in development across the life course; poor SC is a common antecedent of outcomes with high public health and societal burden including lower educational and occupational attainment, problem substance use, depression, obesity, and antisocial behavior. Further, SC is associated with academic self-efficacy and academic success; therefore, optimizing SC in early childhood could have long-term health and educational implications. However, it remains unknown whether the impact of early childhood prevention programs varies by baseline levels of SC, and whether better SC in early childhood leads to better self-efficacy in adolescence. This study leverages a sample of predominately low-/middle-income Black participants (n = 678) who were part of a randomized universal preventive trial in first grade (1993-1995). Teacher-reported SC was measured at baseline. Utilizing a three-step latent transition analysis, transitions between SC classes and academic self-efficacy trajectories were explored. Intervention status was explored as a predictor of the transition. Results suggest that teacher-rated SC in early childhood predicts academic self-efficacy up to 11 years later. Moderation analyses suggest that there are individual differences in prevention program effectiveness by baseline behavioral regulation skills. Implications for school-based universal prevention programming having an impact on low risk children and methods for exploring moderation within a prevention context are discussed.

Objective To assess the relationship between resilience and quality of life (QOL) of kidney cancer patients, including influencing factors. Methods Based on a cross-sectional study design, participants (N = 103) were recruited from patients who were admitted to the urology clinic of a medical center in Taiwan between April 2020 and January 2021. Data collection was accomplished via a questionnaire. The study variables included demographic information, disease attributes, happiness level, depression, cancer-related self-efficacy, resilience, and QOL. One-way analysis of variance, Pearson correlation coefficients, independent-sample t-tests, hierarchical regression, and process analysis were the statistical methods used to analyze the data. Results Kidney cancer patients who were less depressed exhibited better cancer-related self-efficacy and have better resilience. In non-depressed individuals, higher levels of happiness and better resilience resulted in better QOL. Resilience is a mediator that affects the relationship between depression and QOL. Conclusions Patients with better emotional state experience better resilience and QOL. Patients' better cancer-related self-efficacy is related to better resilience while better resilience is associated with better QOL. Clinical care providers need to evaluate and improve cancer-related self-efficacy, emotional state, and resilience of kidney cancer patients, which will improve their resilience and QOL.

This research uses a correlational research and SITOREM analysis which consists of two independent variables, namely Serving Leadership and Self-Efficacy and one variable that is tied to Teacher Creativity. This research was conducted at MA Negeri in Bogor Regency in 2021, with a research population of 147 and there are 108 samples selected using proportional random sampling. The method used in this research is survey and data analysis techniques, with statistical statistics and simple linier regression and multiple linier regression. The research result, namely: first, there is a significant positive relationship between the variable serving leadership (X1 and teacher creativity (Y) in the form of the regression equation Ŷ= 65,167 + 0,504 X1 and the validity is ry1 = 0,511 and the coefficient of determination r2y1 = 0,261. Second, there is a significant positive relationship between sel efficacy (X2) and teacher creativity (Y) with regression of the equation form Ŷ= 62,883 + 0,482 X2 and the path coefficient ry2 = 0,584 and the coefficient of determination r2y2 = 0,342. Third, there is a positive and significant relationship between the serving leadership variable (X1 and self efficacy (X2) together with teacher creativity (Y) expressed in the form of regression equation Ŷ= 39,904 + 0,305 X1 + 0,366 X2 with the subordinate coefficient ry12 = 0,646 and the coefficient of determination r2y12 = 0,417. Based on these things, it can be argued that teacher creativity can be increased throught increased serving leadership and self efficacy.

Historically women have been underrepresented in the fields of science, technology, engineering and mathematics (STEM). Some scholars have suggested that science self-concept perceptions have contr...

The current cross-sectional study investigates the relationships between irrational/rational beliefs, procrastination, and life satisfaction in the framework of the psychological distress and health model of rational emotive behavior therapy (REBT) in a sample of Turkish adults (457). The current findings provide additional evidence to the organizational structure of irrational and rational beliefs in the occurrence of procrastination and life satisfaction. The findings notice that primary irrational/rational cognitive processes predict procrastination via secondary irrational/rational cognitive processes. Global negative evaluation self contributes to procrastination and life satisfaction independently. Finally, the findings reveal that irrational/rational beliefs indirectly predict life satisfaction via procrastination. These findings emphasize that the interventions organized within the REBT framework in combating procrastination may play an important role in increasing life satisfaction.

Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent’s educational level, family monthly income, family size and Senior High School track preference to students’ self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students’ self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results. Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students’ self-confidence and interest in the subject.

There are increasing calls for the use of research-based teaching strategies to improve engagement and learning in engineering. In this innovation paper, we detail the application of research-based teaching strategies in a computer programming focused biomedical engineering module. This four-week, one-credit undergraduate biomedical engineering (BME) programming-based image processing module consisted of a blend of lectures, active learning exercises, guided labs, and a final project. Students completed surveys and generated concept maps at three time points in the module (pre, mid, and post) to document the impact of integrating research-based teaching strategies. Students demonstrated a significant (p 4 out of 5) perceptions of gains in knowledge and attitudes toward instructor support. Overall, the novel design utilized multiple research-based pedagogies and increased students’ conceptual knowledge, self-efficacy, and perceived usefulness of material. The proposed design is an example of how multiple research-based instructional strategies can be integrated into an undergraduate biomedical engineering course. Supplementary Information The online version contains supplementary material available at 10.1007/s43683-021-00057-w.