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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo: Evaluar la percepción de autoeficacia para brindar cuidados humanizados por parte del personal de enfermería de una institución sanitaria especializada en rehabilitación de la Ciudad de Buenos Aires, Argentina durante el primer semestre del 2023. Metodología: Estudio descriptivo, transversal y cuantitativo. Se implementó el instrumento Caring Efficacy Scale de Coates en su versión en español con un alfa de Cronbach de 0,91. Se implementó el consentimiento informado y no se recolectaron datos filiatorios. Resultados: Los encuestados tuvieron una media de edad de 38,29 años (DE:8,00), y eran mayormente mujeres, solteras, con hijos, con formación de tecnicatura en Enfermería, desempeñaban actividades asistenciales y tenían más de 5 años de experiencia laboral. El ítem con mejor valoración fue “Si pienso que un cliente/paciente está incómodo o puede necesitar ayuda, me acerco a esa persona” con una media de 5,07 (DE:1,52) categorizado como “Moderadamente de acuerdo”, mientras, el ítem con peor valoración fue “A menudo encuentro difícil transmitir mi punto de vista a los pacientes/clientes cuando lo necesito” con una media de 2,44 (DE:1,56) categorizado como “Moderadamente en desacuerdo”. La media de autoeficacia para brindar cuidados humanizados fue de 148,13 (DE:23,75) categorizado como moderadamente positivo. Conclusión: La percepción de autoeficacia para brindar cuidados humanizados fue positiva y se relacionó negativamente con la realización de actividades asistenciales. Se amerita de implementar estrategias para prevenir la deshumanización en el personal de enfermería, así como implementar actividades de capacitación para mejorar la atención.

Emotional intelligence is the ability to manage emotions, feelings, to differentiate between them, to channel and conduct one's thoughts and actions. On the other hand, self-efficacy, related to performance, is the personal impression or conviction regarding one's own abilities in a specific context. The present study aimed to determine whether or not there is a relationship between emotional intelligence and self-efficacy in adolescents, for which a correlational study design was used, with a quantitative approach, non-experimental and cross-sectional scope. To achieve this objective, standardized items such as the Emotional Intelligence Scale TMMS-24 and the General Self-Efficacy Scale (GSES) were applied to a sample of 90 adolescents. The results showed a slight positive relationship between Self-Efficacy and the dimensions of emotional intelligence such as Perception (Rho=0.425, p<0.001), Understanding (Rho=0.314, p<0.001) and Regulation (Rho=0.410, p<0.001). [ABSTRACT FROM AUTHOR]

Introduction. This study aimed to assess the effectiveness of a multicomponent nursing intervention using mindfulness and brief advice for the reduction of tobacco use, anxiety, stress, depressive symptoms, and the improvement of self-efficacy. Method. This was a quasi-experimental study with 41 participants, and the treatment consisted of an intervention composed of two strategies: the protocol "Programa de Intervención Breve para Adolescentes que Inician el Consumo de Alcohol y otras Drogas" for the brief advice" while the Mindfulness Based Cognitive Therapy program was used for mindfulness. The intervention lasted 10 weekly sessions; participants received phone calls and were given an audio CD to perform the mindfulness practices at home and a work manual to conductself-records of consumption as well as guidance from reinforcement to help maintain motivation to behavior change. Results. The results show that these interventions were effective tools to reduce nicotine dependence (p=.001, d=1.14), the number of cigarettes smoked (p=.001, d=1.60), levels of cotinine in urine (p=.001), stress (p=.001, d=1.42), anxiety (p=.001, d=.90), and depressive symptoms (p=.001, d=.81), and increase self-efficacy (p=.001, d=1.48). Conclusions. The findings show that a multicomponent nursing intervention incorporating brief advice and mindfulness can be an effective treatmentfor people wishing to reduce or cease tobacco consumption. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research purpose is to analyse the importance of STEM education for college students and its influence on their intercultural self-awareness and self-efficacy. The study used analytical, statistical, psychodiagnostic research methods. The methodological framework was based on the understanding of STEM as an integrative educational approach within socio-cultural and cross-cultural contexts, as well as considering social-cognitive theory and Albert Bandura's concept of self-efficacy. The research used the following methods: research methodology for measuring individual self-efficacy (Schwarzer, Yerusalem, Romek); test to measure the level of self-efficacy (Maddux, Scheer, revised by Boyarintseva and Krichevsky); Integrative Questionnaire of Intercultural Competence (Khukhlaev, Gritsenko, Makarchuk, etc.); and Transcultural Self-Efficacy Tool (TSET). Both STEM education and foreign language teaching are important aspects which help to improve the students' self-awareness and self-efficacy in intercultural communication, as well as increasing intercultural stability and cross-border interests and managing intercultural relations. The indicator of the interpersonal communication scale (Student's t-test = 4.89898, p <.05) was statistically significantly different in the repeated test. The score increased more significantly in the control than in the experimental group. The practical significance of the results of the study lies in the possibility of their application for the development of intercultural self-awareness and increasing the self-efficacy of college students. Prospective research is planned to be directed to the study of racial and gender characteristics of the impact of STEM education on intercultural self-awareness and self-efficacy of students. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Enfermería Comunitaria (RIdEC) is the property of Revista Iberoamericana de Enfermeria Comunitaria de la Asociacion de Enfermeria Comunitaria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers' self-efficacy and access to resources can influence the transition to emergency remote teaching. This study aimed to build and verify validity evidences of the Self-Efficacy and Access to Resources scales of Higher Education Teachers who underwent the transition to remote classes. The scales were constructed and submitted to semantic and expert validation. Data collection was carried out remotely with 135 teachers. Descriptive, exploratory and confirmatory analyzes were carried out. Both scales presented factor loadings above 0.4. The Teacher Self-Efficacy scale was unifactorial with a good internal consistency index (α = 0.95) and good adjustment indicators (χ²: 256.794; df: 131; CMIN/DF: 1.96; GFI: 0.89; RMSR: 0.05; CFI: 0.93; TLI: 0.91; RMSEA: 0.07). The access to resources scale had two factors and obtained good internal consistency indexes (α between 0.80 and 0.88) and good adjustment indicators (χ²: 67.99; df: 31; CMIN/DF: 2.19; GFI: 0.90; RMSR: 0.12; CFI: 0.94; TLI: 0.92; RMSEA: 0.094). This study expands knowledge regarding the transition from faceto-face teaching to remote teaching, and brings practical implications that may help in the planning and development of educational actions. [ABSTRACT FROM AUTHOR]

The positions athletes play on the court have different requirements for the optimal performance of the players. However, no studies have yet examined volleyball to determine whether there are differences in athletes' self-efficacy depending on the position they play. Therefore, the study aimed to analyze the differences in self-efficacy according to the volleyball players' positions, specifically, whether a defensive (libero) position is associated with self-efficacy to a greater degree than offensive positions (e.g., attack players [hitters]). The sample was 300 high-performance volleyball athletes (Mage = 24.88 years, SD = 5.51; 55% male) with a mean practice time of 11.07 years (SD = 5.24). The Volleyball Self-Efficacy Scale was administered, and a one-way analysis of variance and a Tukey post hoc test was conducted to observe differences in levels of self-efficacy. The results showed that, in general, the self-efficacy dimensions and global self-efficacy in volleyball discriminated the athletes according to their positions. Differences in three dimensions were highlighted: Dimension 1, Self-Efficacy in the Game; Dimension 2, Defensive Self- Efficacy in Volleyball; and Dimension 3, Offensive Self-Efficacy in Volleyball. In D1, higher self-efficacy values were observed in the setters; in D2, higher self-efficacy values were observed in the liberos; and in D3, higher self-efficacy values were observed in the attackers, mainly opposite hitters. Overall, the results revealed differences in athletes' responses to the self-efficacy dimensions of the scale, which differentiated the players according to the particularities of their positions and demonstrated that, in certain positions, more than one type of efficacy is needed to achieve high performance. [ABSTRACT FROM AUTHOR]

This article deals with the use of information and communication technologies in the teachinglearning process of Social Sciences. From this educational context, their use is part of the didactic means as a component. The research is based on the practical need that reveals the existing insufficiencies in its use by teachers. To improve this difficulty, a didactic intervention is proposed that integrates information and communication technologies with the theory of self-efficacy. The sample was composed of 20 Social Science teachers from the Dr. Rashid Torbay public school. The instruments used were a survey to evaluate the use of ICT in the referred process of Social Sciences and the General Self-Efficacy Scale that evaluates the levels of this aspect. The results obtained were as expected, insofar as the association between the variables ICT use and self-efficacy was confirmed. [ABSTRACT FROM AUTHOR]

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Antecedentes: estudios recientes (Jemini-Gashi et al., 2019; Troy, 2023) encontraron que el apoyo social, la autoeficacia y la agencia contribuyen a la construcción de la meta de carrera. Estos factores tienen especial relevancia en el Perú, caracterizado por desigualdades y brechas de acceso a la educación superior, especialmente en mujeres de zonas rurales. Objetivo: basada en la teoría social cognitiva de la carrera, se busca comprender las experiencias que contribuyeron al establecimiento de la meta de realizar estudios universitarios en jóvenes mujeres de zonas rurales. Método: se realizaron 4 entrevistas a jóvenes becarias empleando un enfoque y diseño temático. Resultados: los hallazgos indicaron que este proceso implica evaluar la meta de seguir estudios universitarios considerando factores contextuales (expectativas familiares, modelos a seguir, narrativas) e individuales (expectativa del futuro, autoeficacia, agencia); y evaluar postular a un centro de estudios, que incluye considerar la carrera y la universidad en el marco del programa Beca 18. Conclusión: la meta de estudiar una carrera universitaria configura una serie de desafíos internos que deben dialogar con lo que ofrece y exige el contexto, al mismo tiempo que buscan mejorar su calidad de vida. El estudio plantea desafíos para los programas de apoyo educativo para reducir las brechas del contexto.

El objetivo de este trabajo es presentar los resultados del proceso de construcción y validación del Cuestionario de percepciones y prácticas educativas de los estudiantes de educación hacia la inclusión del alumnado LGBTIQ+. Para ello, se han considerado diversas dimensiones: conocimientos, percepciones y actitudes, prácticas educativas y autoeficacia. La investigación se inscribe dentro de los estudios instrumentales. La población de referencia está formada por estudiantes de los grados de educación de facultades de ciencias de la educación españolas. La muestra del pilotaje del cuestionario es de 334 personas. En este trabajo se presentan los resultados de la validación de contenido por juicio experto (10 expertos). Para establecer la fiabilidad se ha utilizado el coeficiente Alpha de Cronbach. La validez de contenido por juicio experto ha permitido depurar y ajustar el cuestionario inicial a 95 ítems, generando 4 subescalas, además de 12 ítems de datos identificativos sociodemográficos. Tras el proceso de diseño y validación desarrollado, el cuestionario se constituye en un instrumento robusto, fiable y válido para conocer las percepciones y las prácticas educativas en la formación de los profesionales de la educación en relación con la diversidad sexo-genérica y su inclusión en el perfil académico-profesional.

Enquadramento: A transição para o ensino superior (ES) representa uma etapa crítica, com múltiplos novos e exigentes desafios, que podem precipitar dificuldades adaptativas e desequilíbrios na saúde mental dos estudantes. Objetivo: Descrever a correlação entre variáveis sociodemográficas/académicas e autoeficácia geral, stresse percebido e bem-estar psicológico em estudantes do primeiro ano da Licenciatura em Enfermagem (LE). Metodologia: Estudo descritivo-correlacional, amostra não probabilística, tipo acidental de 263 estudantes do primeiro ano da LE 2019/2020, instrumentos: Questionário Sociodemográfico Académico, Escala de Autoeficácia Geral, Escala de Stresse Percebido-10 Itens, Escala de Medida de Manifestação de Bem-Estar Psicológico. Resultados: Verifica-se existência de correlação negativa entre autoeficácia geral e stresse percebido, entre stresse percebido e bem-estar psicológico, constatando-se ainda correlação positiva entre autoeficácia geral e bem-estar psicológico nos estudantes da LE. Conclusão: O ambiente de transição para o ES é complexo e impactante para os estudantes, sendo fundamental desenvolver estratégias facilitadoras, que diminuir o impacto de fatores indutores de stresse e o sofrimento emocional nesta população.

Introducción: el masaje al bebé canguro (MBC) es una técnica para recién nacidos pretérmino y bajo peso al nacer que no requiere incubadora y favorece a las madres en el hogar. Objetivo: probar el efecto del MBC sobre la autoeficacia materna percibida para favorecer la interacción madre-hijo en el hogar. Materiales y métodos: ensayo clínico aleatorizado pragmático, doble ciego, desarrollado en tres fases: 1) integración MBC y teoría de Kathryn Barnard, 2) diseño del estudio y 3) ejecución y resultados. Se definieron dos grupos: intervención (MBC) y control (posición canguro sin masaje), con 34 diadas madre-hijo en cada grupo. Reclutamiento realizado en un programa canguro ambulatorio de Bogotá, Colombia. La ejecución y el seguimiento fue hecha a través de teleconsulta, el video MBC “Diario de mi bebé canguro” y simuladores. Se aplicó el cuestionario de autoeficacia materna percibida en tres momentos: antes de iniciar el estudio y a los días 7 y 14 después del estudio. Se analizó con un diseño estadístico de datos longitudinales en experimentos factoriales F1LDF1. Resultados: fueron definidos grupos homogéneos en las variables sociodemográficas y de antecedentes materno-perinatales. Las madres que aplicaron el MBC registraron puntajes más altos de autoeficacia materna percibida a los 7 y 14 días, en comparación con las madres del control [RTE (límite inferior; límite superior) – día 7: control = 0.502 (0.437; 0.567) vs. MBC = 0.503 (0.426; 0.581), y día 14: control = 0.564 (0.482; 0.640) vs. MBC = 0.719 (0.650; 0.776)]. Conclusión: el MBC es una intervención de enfermería que mejoró la autoeficacia materna percibida, favoreciendo la participación de la familia y la interacción madre-hijo.

Los estilos de liderazgo son un referente del clima organizacional y la intención de iniciar emprendimientos sociales que contribuyan al desarrollo sostenible en tiempos de pandemia y pospandemia del Covid-19. El propósito de este artículo fue analizar la capacidad explicativa de los estilos de liderazgo transformacional, transaccional y pasivo o laissez–faire, y la mediación que ejerce la autoeficacia en la intención emprendedora social de jóvenes universitarios de la Universidad de Cuenca, Ecuador. La metodología aplicada corresponde a un análisis factorial exploratorio, la estimación de una regresión lineal múltiple, un análisis factorial confirmatorio, y un modelo de ecuaciones estructurales. El tamaño de muestra representativa fue de 856 jóvenes universitarios. Además, de los tres estilos de liderazgo analizados, los resultados muestran que el liderazgo transformacional incide positivamente en la variable intención emprendedora social de jóvenes universitarios de la Universidad de Cuenca, esto significa que se motiva a crear o desarrollar iniciativas para emprender socialmente; y, la autoeficacia, como variable mediadora, mejora la relación explicativa entre ambas variables. Estos hallazgos indican la importancia de generar liderazgos transformadores desde la academia, así como para generar conocimientos en emprendimiento y potenciar la autoeficacia al momento de desarrollar e iniciar nuevos o futuros emprendimientos sociales.

Teachers tend to suffer high levels of emotional exhaustion, a variable that is associated with poor mental health and lower job performance. The present study analyzed how emotional demands, emotional dissonance, and self-efficacy to cope with stress interact in predicting teachers' emotional exhaustion. To conduct this longitudinal research, 108 Andalusian teachers (57.3% women; mean age = 45.30, SD = 8.68) completed an online survey at three different time points. Moderated mediation analysis suggested that emotional dissonance mediated the relationship between emotional demands and emotional exhaustion, with self-efficacy acting as a moderator between the two. Teachers who perceived high emotional demands saw their levels of emotional dissonance increase, which in turn led to an increase in emotional exhaustion. In addition, self-efficacy acted as a protective factor against emotional exhaustion, buffering the negative effect of emotional dissonance. Strengthening these protective variables through interventions that increase levels of self-efficacy to cope with stress and reduce levels of emotional dissonance could help prevent teachers' emotional exhaustion. [ABSTRACT FROM AUTHOR]

The modalities of physical training, in principle, are practiced according to objectives of aesthetics, health, leisure, social integration and others. The choice may be related to psychological and emotional aspects. The objective was to analyze the profile of training practitioners regarding self-esteem and self-efficacy, and to check if there is a relationship with the modality. It was carried out a cross-sectional, descriptive and quantitative study in which participated individuals of both genders between 20 and 45 years old, practitioners of running, weight training, functional training or CrossFit. Questionnaires about the practitioner's profile, Subjective Perception of Effort (SPE; Borg Scale), Rosenberg's Self-Esteem Scale and General Self-Efficiency Scale were answered. The functional training and CrossFit showed higher values for PSE (15.32±1.62 and 15.62±2.33) and self-efficacy (68.91±5.76 and 67.95±4.66). For self-esteem, the highest values were for functional training (25.32±1.67) and weight training (25.29±2.43), but there were no statistically significant differences. It was concluded that self-esteem and self-efficacy scores were considered high compared to other populations, but without differences between modalities. [ABSTRACT FROM AUTHOR]

Objective: Return to work and permanence in employment of women who survive breast cancer are topics that become important as incidence and survival rates increase. Self-efficacy as a modifiable element is of special interest in this process. The objective of this study is to measure the level of self-efficacy in female breast cancer survivors, according to sociodemographic, work and treatment characteristics and their relationship with return to work. Methods: This was a cross-sectional study, based on a survey of breast cancer patients about their demographic and work characteristics, the return to work process, permanence in the same job and the level of work self-efficacy. Differences in the level of self-efficacy with respect to characteristics were evaluated using bivariate analyses and hypothesis statistical testing. A value of p<0.05 was considered statistically significant. Results: One hundred and twenty-four women were included, 87.9% had returned to work, the majority (56.4%) between one and six months after treatment, 67.7% remained in the same job. Higher levels of work self-efficacy were related to a higher probability of returning to work and staying there, and a shorter time to return to work; these differences were statistically significant. Conclusion: Occupational health and risk prevention services must consider and strengthen work self-efficacy and organizational support in breast cancer survivors to achieve a successful return to work [ABSTRACT FROM AUTHOR]

Self-efficacy is a mediating variable of behavioral change in psychosocial interventions for the management of health problems. Objective: To determine the level of self-efficacy in users of general hospitals and peripheral health care centers in Lima and to evaluate its relationship with prevalent mental problems. Methods: Secondary data analysis was carried out from the epidemiologic study of mental health in general hospitals and peripheral health care centers conducted in Lima in 2015. The Schwarzer y Jerusalem's scale of general self-efficiency (GSE) was used and correlated with socio-demographics and common clinical diagnoses such as anxiety, depression, and alcohol abuse. Descriptive and inferential statistics were used. Results: The mean GSE was 30.89 ± 6,29; it was lower in patients attending medical specialties, psychiatry, neurology, and psychology. The self-efficiency inversely correlated with depression and anxiety but not with alcohol abuse. GSE values on patients having the six most common diagnoses were not different but in patients with HIV. Conclusions: Sel-efficacy varies according to socioeconomic status. The mean GSE is lower than reported in the general population and is lowest in patients with anxiety and depression. We reinforce the need to implement interventions to enhance self-efficacy among patients attending the health care system in Lima. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to explore the effects of an educational video game on high school students' motivation, self-efficacy and knowledge. The game tells the story of Mariano Melgar, a Peruvian thinker, patriot and hero. The authors used a quasi-experimental design and conducted pre- and post-tests to estimate the effect of the video game. The sample consisted of 67 students from two schools in Lima. The students were randomly assigned to one of two conditions: playing a video game or watching a documentary. Results show that playing the video game was more effective in increasing students' knowledge, whereas watching a documentary increased demotivation and decreased self-efficacy through vicarious experience. In view of this, it is important to explore further video games' usefulness as educational materials. [ABSTRACT FROM AUTHOR]

Introduction. The prevalence of suicidal behavior in university students ranges from 14.1% to 27.9%, with suicide being the fourth leading cause of death among young people ages 15 to 29. Hopelessness, decreased self-efficacy, depression, anxiety, and emotional dysregulation are among the main risk factors. Objective. To determine the effect of hopelessness, depression, anxiety, stress, drug use, and self-efficacy on suicide attempts in Mexican psychology students. Method. A quantitative, cross-sectional study was undertaken with a sample of 3,438 students from sixty-two universities accredited by the National Council for Teaching and Research in Psychology (CNEIP) from six regions in Mexico. Results. A total of 19.9% reported attempted suicide (85.1% women and 14.9% men); 36.4% drug use; 40.2% moderate to extreme stress; 50.1% anxiety, and 40.7% depression; 74.1% medium to high emotional dysregulation; 30.2% moderate to high hopelessness, and 32.9% low self-efficacy. Drug use (OR 1.897), sex (OR 1.756), anxiety (OR 1.218), hopelessness (OR 1.209), depression (OR 1.756), and stress (OR 1.050) respectively account for 17.2% of the variability of suicide attempts. Discussion and conclusion. Confirmation of the effect of the variables analyzed on the suicide attempts of psychology students underlines the importance of incorporating actions that will contribute to controlling the incidence of suicide. [ABSTRACT FROM AUTHOR]

This document provides a list of references for research articles on the topic of transformational leadership and its impact on various outcomes such as employee behavior, job performance, innovation, and organizational commitment. The articles cover a range of industries and contexts, including knowledge-intensive industries, higher education institutes, healthcare, SMEs, and hospitality organizations. The studies explore factors such as self-efficacy, creativity, psychological capital, job satisfaction, and organizational support as potential mediators or moderators of the relationship between transformational leadership and these outcomes. The articles offer valuable insights for researchers and practitioners interested in understanding the role of transformational leadership in different settings. [Extracted from the article]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El aprendizaje de programación de computadoras se ha convertido en una habilidad esencial en la era digital, presentando desafíos y oportunidades significativas para los estudiantes. Este estudio examinó el nivel de motivación y autoeficacia percibida como factores en el aprendizaje inicial de programación de computadoras y su posible correlación con el rendimiento académico de estudiantes de Ciencia de Cómputos en una Universidad de Puerto Rico. El enfoque fue cuantitativo, utilizando un diseño de investigación por encuesta (transversal), con un cuestionario autoadministrado en línea. Se recopilaron evidencias de validez relacionadas con el contenido, proceso de respuesta y estructura interna, y se empleó un muestreo no probabilístico por conveniencia. Los datos fueron procesados con el paquete estadístico SPSS. Los resultados mostraron una correlación de Spearman positiva significativa entre los ítems de las subescalas de autoeficacia y motivación con el rendimiento académico informado por los participantes en el curso de fundamentos de la programación. El estudio concluyó que la autoeficacia y la motivación de los aprendices de programación inciden favorablemente en el rendimiento académico, contribuyendo al desarrollo de habilidades de pensamiento superior como la resolución de problemas y la creatividad, destacándose como factores fundamentales en el aprendizaje inicial de la programación de computadoras.

Introducción: Los docentes desempeñan un papel esencial en una educación inclusiva, la cual propone un modelo educativo en el que todos los estudiantes tengan la misma oportunidad de aprender, participar y sentirse bienvenidos en las universidades. Objetivo: Examinar las relaciones directas e indirectas entre la actitud docente hacia la inclusión, la percepción de autoeficacia docente para la inclusión, el apoyo social y las prácticas docentes inclusivas dirigidas a los estudiantes universitarios con discapacidad. Método: Participaron en el estudio 401 docentes adscritos a cinco universidades públicas del estado de Sonora, México (51.4% del sexo femenino) con edades que oscilaron entre los 24 y 69 años (M edad = 46.76, DE = 11.51 años) y que contestaron varias escalas de autorreporte. Se calculó un modelo estructural con variables latentes, con la actitud y la autoeficacia como variables de entrada, el apoyo social como variable mediadora y las prácticas docentes inclusivas como variable de resultado. Resultados: indican que las variables consideradas en el modelo explican una parte significativa de la varianza en las prácticas docentes inclusivas (R2 = .36). La actitud docente no se relacionan directamente con las prácticas docentes inclusivas, pero sí indirectamente por su asociación con el apoyo social. Por su parte, la autoeficacia se relaciona directa e indirectamente con las prácticas docentes inclusivas. Discusión: Se muestra que las características de los docentes se asocian con la frecuencia con que realizan prácticas inclusivas para estudiantes con discapacidad. Se discuten las consecuencias prácticas y las limitaciones del estudio.

Este estudio exploró las diferencias en la personalidad y las creencias de los individuos identificados como emprendedores, centrándose en la motivación, los factores de personalidad y las expectativas generales de control. Se llevó a cabo con la participación de 475 estudiantes universitarios de la región amazónica de Brasil, utilizando varias herramientas de evaluación para analizar los cinco grandes factores de personalidad, las expectativas de control y la motivación hacia el logro o los resultados. Los hallazgos revelaron que los estudiantes con una mayor motivación de logro son más responsables y tienen un mayor locus de control interno, lo que significa que creen tener el control de su vida. Estos estudiantes se perciben a sí mismos como menos indefensos, más auto-eficaces y con mayores expectativas de éxito que aquellos enfocados en los resultados. Por otro lado, los estudiantes motivados por los resultados tienden a creer que los eventos de su vida se deben a la suerte o a fuerzas ajenas a su control. En conclusión, este estudio destaca un patrón emprendedor distintivo en estudiantes con alta motivación de logro. Este patrón puede tener implicaciones significativas para la educación y el desarrollo de futuros emprendedores. Los hallazgos sugieren que fomentar una mayor motivación de logro y un locus de control interno en los estudiantes podría ser beneficioso para cultivar habilidades emprendedoras y fomentar el espíritu empresarial. En cuanto a las aplicaciones en la sociedad, estos resultados pueden ser útiles para los educadores y los responsables de las políticas que buscan fomentar el espíritu empresarial. Al entender los factores de personalidad y las creencias que caracterizan a los emprendedores exitosos, pueden diseñar programas educativos y de formación que fomenten estas características en los estudiantes. Además, los empresarios y las empresas pueden utilizar estos hallazgos para identificar y cultivar talentos emprendedores. Finalmente, los individuos pueden utilizar estos resultados para entender mejor sus propias tendencias emprendedoras y cómo pueden trabajar para mejorarlas.

El estudio pretende detectar los errores más comunes que una clase de alumnos universitarios de quinto semestre, con un nivel de inglés B2, presentan en su escritura académica y la influencia de la autoeficacia para la autorregulación. Esta investigación identificó los problemas de escritura académica de los estudiantes mediante una prueba basada en los protocolos del Test of English for International Communication y la Escala de Clasificación de la Escritura de Cooper. Por otro lado, la autoeficacia para la autorregulación de la escritura académica se evaluó mediante la escala de Golombek, Kilngieck, y Scharlau. Las puntuaciones del examen revelaron que los estudiantes tenían dificultades en todos los aspectos de su escritura académica, especialmente en el dominio gramatical, debido a que su rendimiento se situó por debajo de lo que se considera adecuado para los estándares del nivel B2. El análisis correlacional de Pearson mostró una relación directa moderada significativa entre la autoeficacia para la autorreflexión y la escritura. Self-efficacy for Self-regulation of Academic Writing in a class of B2 EFL Undergraduates Abstract This paper aimed to identify the most common mistakes that a class of fifth-semester undergraduates with an EFL B2 level of proficiency shows in their academic writing performance and the influence of self-efficacy for self-regulation. This research identified the academic writing problems of the students through a test based on TOEIC protocols and Cooper’s Classification of Writing Rating Scale. Self-efficacy for self-regulation of academic writing was measured using Golombek, Kilngieck, and Scharlau’s scale. The pre-test scores revealed that the students struggle in every aspect of their academic writing, especially in grammatical range and accuracy, where their performance stood below less than adequate for B2 level standards. Finally, Pearson Correlational Analysis showed a direct moderate significant relationship between self-efficacy for self-reflection and writing performance.

Introducción: Resulta indispensable el análisis de la autovaloración de los estudiantes sobre sus capacidades para brindar cuidados humanizados y relacionarse con sus pacientes, siendo un elemento que permite la identificación de áreas para priorizar en la formación, así como para identificar las fortalezas en este proceso. Objetivo: Evaluar la percepción de autoeficacia para brindar cuidados humanizados de los estudiantes del último año de la carrera de Licenciatura en Enfermería de una institución de educación superior de carácter privado de Buenos Aires, Argentina. Métodos: Estudio descriptivo, cuantitativo y transversal. Se encuestó a 67 estudiantes utilizando el cuestionario Caring Efficacy Scale en su versión en español. Resultados: La media de edad de los encuestados fue de 35,54 años (DE=7,89), y estos fueron mayormente de género femenino (74,63%), solteros (58,21%), con hijos (64,18%), trabajan en áreas abiertas (68,66%), tienen una antigüedad laboral de entre 6 y 10 años (34,33%), un empleo (82,09%), entre 3 y 5 pacientes a cargo por turno (46,27%) y perciben una elevada carga de trabajo (55,22%). Se identificó que la percepción de los estudiantes sobre su autoeficacia para brindar cuidados humanizados y relacionarse con el paciente fue mayormente positiva y alta en un 68,66%. Conclusión: Se identificaron relaciones entre las variables sociodemográficas y laborales y algunos ítems del instrumento. Las variables edad, género, tenencia de hijos, área de trabajo, cantidad de pacientes a cargo, percepción de la carga de trabajo y antigüedad laboral inciden sobre la percepción de autoeficacia para brindar cuidados humanizados.

La autoeficacia en la lactancia materna es la confianza de la madre en su capacidad para amamantar a su hijo(a), la cual se evalúa mediante el cuestionario Breastfeeding Self Efficacy Scale (BSES). Diversos estudios han explorado las propiedades psicométricas del instrumento con resultados adecuados en diferentes países. Este estudio presenta el proceso de traducción y validación de la escala en su versión breve, de 14 ítems, en una muestra de mujeres colombianas. En total, se evaluaron 243 mujeres lactantes con hijos alrededor de los cuatro meses de edad. Se analizó la consistencia y estructura interna de la escala, así como su relación con otras variables. La escala evidenció adecuados indicios respecto a su consistencia interna (α = .91), se identificó una estructura factorial de dos dimensiones que explican un 48 % de la varianza, la relación con otras variables como la autoestima (ρ = .28) y el estrés percibido (ρ = .30) fueron débiles o moderadas, y las diferencias en las puntuaciones respecto a la historia obstétrica y las variables sociodemográficas fueron analizadas. Las evidencias psicométricas apoyan la utilización de la escala, tanto en el ámbito clínico como en el investigativo para evaluar la autoeficacia en mujeres lactantes colombianas.

Objetivo. La presente investigación tiene como objetivo determinar si la motivación académica está vinculada a la autoeficacia académica para su promoción en estudiantado adolescente de educación secundaria y superior. La relevancia de indagar respecto a la vinculación entre estos factores y los grados de influencia entre ambos atiende a la importancia que representan en el éxito escolar del estudiantado y los vacíos existentes en el contexto educativo respecto a la intervención de estas variables en su conjunto. Método. El método es una revisión sistemática de la bibliografía con artículos indexados en bases de datos, tales como: Web of Science (WOS) y Scopus, desde 2010 a 2020. Se utilizó un protocolo con el fin de organizar la información de los artículos científicos revisados en cinco aspectos relevantes: fuente, país, muestra, tipo de estudio y objetivo del estudio. Resultados. El resultado de esta investigación confirma que existe una relación significativa entre ambas variables en estudiantado adolescente. Conclusión. Se concluye que, pese a la existencia de esta relación significativa, la motivación académica no se considera un factor mayormente influyente en la autoeficacia académica y, por el contrario, es esta última la que cumple un rol fundamental en el desarrollo de la motivación del estudiantado. Se considera fundamental difundir el conocimiento proporcionado por este estudio dentro de la comunidad científica y educativa, a fin de profundizar la investigación en esta materia.

Pais possuem papel fundamental na formação de hábitos de seus filhos, inclusive nos hábitos atrelados a obesidade infantil, assim torna-se atrativo a investigação de quão capazes se julgam os pais na prevenção da obesidade infantil. Esta pesquisa é do tipo exploratória descritiva de natureza quantitativa. Participaram da pesquisa 747 pais, sendo 55% do sexo masculino e 45% do sexo feminino, com idade média de 36 anos. Nos resultados vimos que os pais se julgam moderadamente capazes, as mães apresentaram autoeficácia mais robusta, o aumento do grau de escolaridade dos pais, propende uma elevação na crença, o aumento do nível de ensino dos filhos, mostrou que se tende a uma diminuição na crença. Conclui-se que a autoeficácia parental se apresentou como importante fator na prevenção da obesidade infantil.

Self-efficacy has been studied due to its influences on teachers' ways of thinking and acting, as well as on students' learning,however, in the Brazilian Higher Education context, it has been little explored and the existing studies used instruments developed to measure the self-efficacy of Basic Education teachers. Considering that Higher Education activities are multiple and diverse from Basic Education, this is inadequate. In this paper, the aim was to review the main measuring instruments used to investigate lecturers self-efficacy beliefs on the international literature and to present a new instrument developed by the authors, the Brazilian Lecturer Self-Efficacy Scale, made up of 30 items and four dimensions: teaching, research, extension and university management. The results of the exploratory (n=854) and confirmatory (n=855) factor analysis are presented, as well as its validity and reliability data. The results point to a reliable and adequate instrument for the Brazilian context, which enables its use in future studies. [ABSTRACT FROM AUTHOR]