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The predator-prey model is widely used in various disciplines but not yet in psychology, where the competitive interactions featured in this model are actually not uncommon in behavioral data. This study attempts to introduce this model into psychology, using the relationship between food cravings and unhealthy snacking as an example. Self-efficacy, a determinant of health behavior, was used as a moderator of this relationship. Sixty female undergraduates completed a self-efficacy scale and a seven-day ecological momentary assessment in which they reported craving intensity and snack consumption five times per day. The results showed that food cravings stimulated subsequent snacking behaviors, and the lower the self-efficacy, the more likely people were to be driven by cravings. The act of snacking, in turn, eliminated the subsequent food craving, as if the act of snacking 'preyed' on the food craving. The predator-prey model reflects a simultaneous facilitation-inhibition-bidirectional relationship or negative feedback mechanism, which should have broader applications in behavioral science., Author(s): Xiaohui Luo [sup.1] , Yueqin Hu [sup.1] Author Affiliations: (1) https://ror.org/022k4wk35, grid.20513.35, 0000 0004 1789 9964, Faculty of Psychology, Beijing Normal University, , 19 Xinjiekouwai St, 100875, Beijing, China [...]

This research aims to highlight and understand the factors associated with excessive internet use. The population studied consisted of 904 students, aged 12 to 18 years. The study was conducted in Magnesia prefecture of central Greece, in a period after the economic recession, and participants came from a large urban area, a prefecture's capital, a municipal unit of the prefecture's capital and an island. Students were provided with the following questionnaires: Internet Addiction Test (IAT), Brief Symptom Inventory (BSI), Self-Efficacy Questionnaire for Children (SEQ-C), and Egna Minnen av Barndoms Uppfostran: 'My Memories of Upbringing' for Children (EMBU-C). Participants were asked to fill out questionnaires about sociodemographic characteristics and the use of online activities. The findings indicated that 14.1% of students were excessive internet users, and social media was the principal reason for using the internet. Excessive internet users had increased symptoms of psychopathology, control-overprotection, rejection, anxious rearing, and decreased academic, emotional, social self-efficacy, and emotional warmth. Finally, the increased symptoms of psychopathology and parents' rejection were the predictive factors in excessive internet use. In conclusion, Greek adolescents participating in this study are susceptible to excessive internet use. Most importantly, rejection as a parental rearing practice and adolescents' psychopathology seemed to impact the development of addictive behavior and should be taken into consideration by future research., Author(s): Chrysanthi Lioupi [sup.1] , Maria Loumakou [sup.2] , Giasemi-Olga Sarafidou [sup.3] Author Affiliations: (1) grid.410558.d, 0000 0001 0035 6670, Department of Primary Education, University of Thessaly, , 38221, Volos, [...]

The aim of the study was to test the longitudinal reciprocal relationship between teachers' emotional labor strategies (i.e., deep acting, hiding emotions, and faking emotions) and teachers' self-efficacy (TSE). Additionally, due to a scarcity of the empirical research on teachers' stable individual differences that can explain teachers' emotion regulation and motivation, the role of teachers' dispositional affectivity (i.e., positive affectivity - PA and negative affectivity - NA) in predicting individual differences in teachers' use of emotional labor strategies and TSE was examined. A large sample of 3010 Croatian teachers (82% female) with varying years of teaching experiences (M = 15.28, SD = 10.50) participated in a three-wave longitudinal study. The results showed that TSE and hiding emotions were reciprocally related to each other even after controlling for dispositional affectivity - hiding emotions at Time 2 was related to lower levels of TSE at Time 3 and vice versa. Next, PA positively predicted TSE at both Time 2 and Time 3, but negatively hiding and faking emotions at Time 2. In addition, PA positively predicted deep acting only at Time 2. In contrast, NA positively predicted surface acting at Time 2 and Time 3, and negatively TSE, but only at Time 1., Author(s): Irena Buric [sup.1] , Mirta Mornar [sup.2] Author Affiliations: (1) grid.424739.f, 0000 0001 2159 1688, Department of Psychology, University of Zadar, , Obala Kralja Petra Kresimira IV., br. 2, [...]

Although the COVID-19 pandemic has been traumatogenic for some people, posttraumatic growth (PTG) outcomes have also been observed. This study examined the PTG in adolescents and the moderating effect of self-efficacy on post-traumatic stress disorder (PTSD) symptoms and PTG. An online questionnaire was conducted on 2090 adolescent Chinese students to measure COVID-19 related exposure, self-efficacy, PTSD, and PTG. PTG prevalence was found in 20.6% of the sample, with the relationship between PTSD and PTG being found to be a reverse U-shaped curve. Objective exposure factors were found to be closely associated with PTSD symptoms but not with PTG. Similarly, subjective feelings of extreme fear were significantly associated with PTSD symptoms but not with PTG. Self-efficacy was found to be positively correlated with PTG (r = 0.551) and to moderate the relationship between PTSD and PTG. For those with low self-efficacy, the higher the PTSD, the higher the PTG, and for those with high self-efficacy, the higher the PTSD, the lower the PTG. As an improved sense of self-efficacy in adolescents could promote positive psychological transformations, these results could assist in identifying self-efficacy levels and providing guidance for targeted psychological interventions to promote positive growth., Author(s): Yunchao Jian [sup.1] , Tao Hu [sup.1] , Yu Zong [sup.1] , Wanjie Tang [sup.2] [sup.3] [sup.4] Author Affiliations: (1) grid.453300.1, 0000 0001 0496 6791, Department of Psychology, Chengdu [...]

Based on the theory of social comparison and intergenerational learning, parents' social comparison, occurring frequently in families during the process of education, may play a critical role in determining their children's academic adjustment. Few researchers have explored this issue, let alone the multiple types of parent social comparison and their interactive effects. The aim of this research was to identify profiles of parent social comparisons and their links with child social comparisons, academic self-efficacy, and academic self-handicapping, thus addressing the gap and presenting a simplified comprehensive picture of the collaborative effects of parents' social comparison from a person-centered perspective. A total of 368 adolescents were surveyed. Latent profile analysis identified four distinct profiles in terms of perceived parent social comparisons: indifferent (low all), overwhelmed (high all), positive (high upward identification and downward contrast), and negative (high upward contrast and downward identification). A Bolck-Croon-Hagenaars analysis revealed that adolescents whose parents' social comparison patterns were perceived as positive reported higher self-efficacy and less self-handicapping, whereas those whose perceptions of parent social comparison patterns were classified as negative reported the reverse. Moreover, adolescents tended to exhibit social comparison types similar to those of their parents. Findings serve as a reminder for parents and educators of the downsides and benefits of various types of social comparison and provide insight into how social comparison transmits via social interaction from an intergenerational perspective., Author(s): Huilin Xing [sup.1] , Meilin Yao [sup.1] , Wenlong Zhu [sup.1] , Jing Li [sup.1] , Hongrui Liu [sup.1] Author Affiliations: (1) grid.20513.35, 0000 0004 1789 9964, Faculty of [...]

University dropout represents a serious problem across the world. Past research has suggested the merits of studying both additive and multiplicative effects among the variables that affect the intention to drop out. In the present study, we tested the potential moderating effect of friendships at university, on both the association between self-regulated learning self-efficacy and intention to drop out and the associations between different motivations for attending university and intention to drop out. A sample of 404 Italian university students (M.sup.age = 21.83; SD = 2.37) completed an online questionnaire. The outcomes showed that having friends at university was a protective factor in the relationship between self-regulated learning self-efficacy and intention to drop out. Students with a high number of university friends and low self-efficacy were less likely to intend to drop out than students with few university friends and low self-efficacy. Thus, having friends at university appears to protect students from developing the intention to drop out., Author(s): Mara Morelli [sup.1] , Antonio Chirumbolo [sup.2] , Roberto Baiocco [sup.3] , Elena Cattelino [sup.4] Author Affiliations: (1) grid.7841.a, Department of Dynamic and Clinical Psychology, and Health Studies, Sapienza [...]

The aim of this study was to explore whether citizens' scientific interest and self-understanding relate to their learning enjoyment and self-efficacy in science. The sample participants consisted of 1,657 Taiwanese citizens ranging from 18 to 70 years of age. All participants were asked to complete the 2018 'Taiwan Citizens Science and Technology Literacy Survey' to assess their scientific interest, scientific self-understanding, science learning enjoyment, and scientific self-efficacy. Multiple regression models were used to analyze the data. The important findings included: (1) scientific interest was the most important predictor of science learning enjoyment, while scientific self-understanding was the most important predictor of scientific self-efficacy; and (2) the effects of scientific interest on self-understanding and the effect of science learning enjoyment on scientific self-efficacy each were significantly moderated by respondents' age, with stronger relationships observed in younger citizens than older citizens. This study provides insight into Taiwanese citizens' scientific learning enjoyment and self-efficacy and also informs potential governmental policies and/or societal practices that could be considered to promote scientific literacy., Author(s): Ying-Yan Lu [sup.1] , Thomas J. Smith [sup.2] , Zuway-R. Hong [sup.1] , Huann-shyang Lin [sup.3] , Wen-Yi Hsu [sup.1] Author Affiliations: (1) grid.412019.f, 0000 0000 9476 5696, Kaohsiung [...]

The current study aimed to study the relationship between counselor self-efficacy, spiritual well-being and compassion satisfaction\fatigue among mental health professionals. The sample comprised of Mental Health Professionals (N = 55), Psychiatrists (N = 25) and Psychologists (N = 30) of Islamabad and Rawalpindi with an age range 22-50 years. Purposive sampling was used for collection of data. The instrument that were used to measure study variables included demographic data sheet, Daily Spiritual Experience Scale, Counselor Activity Self-Efficacy Scale and Professional Quality of Life Scale. Data was analyzed using descriptive statistics, Pearson Moment Correlation, t-test, and Analysis of Variance. The results indicated that there was positive relationship between spiritual well-being and counselor self-efficacy. Moreover, there was a positive relationship between compassion satisfaction and counselor self-efficacy. Present study indicated no significant difference on counselor self-efficacy, spiritual well-being and compassion satisfaction\fatigue along with demographic variables. The study holds implications for training mental health professionals in understanding and dealing with compassion fatigue as well as marinating high levels of compassion satisfaction and spiritual well-being., Author(s): Tamkeen Saleem [sup.1] , Eeman Suleiman Hawamdeh [sup.1] Author Affiliations: (1) grid.411727.6, 0000 0001 2201 6036, Department of Psychology, International Islamic University, , Islamabad, Pakistan Introduction Many professionals are [...]

This study examined the relationship between knowledge sharing and sustainable happiness, and tested the multiple mediating effects of self-efficacy and helping behavior in this relationship. A survey was conducted in Taiwan to test the attitudes of preschool teachers toward sustainable happiness and several related factors. The questionnaire consisted of four latent factors: knowledge sharing, sustainable happiness, self-efficacy, and helping behavior. Partial least squares were used to analyze the sample data and examine both the reliability and validity of the latent factors of the questionnaire in the measurement model. Statistical analysis indicated that the measurement model was reliable, and multiple mediation analysis was performed for hypothesized relationships. The results of the multiple mediating analysis indicated that self-efficacy and helping behavior positively mediate the association between knowledge sharing and sustainable happiness. The sustainable happiness of preschool teachers is influenced by their perceptions of knowledge sharing about their career happiness and workplace well-being to achieve sustainable development goals. Their positive attitudes toward self-efficacy and helping behavior enhance their individual happiness and wellbeing and achieve a sustainable workplace, which contributes to global sustainability., Author(s): Kuen-Cheng Lee [sup.1] , I-Hsiung Chang [sup.2] , I-Ling Wang [sup.3] , Ru-Si Chen [sup.4] Author Affiliations: (1) grid.19188.39, 0000 0004 0546 0241, Graduate Institute of National Development, National [...]

Parents of young children who exhibit behavioral problems often experience lower marital satisfaction. In the present study we aimed to explore the association between preschool children's noncompliant behavior and marital satisfaction, and to explain it through the mediating role of parental self-efficacy and satisfaction with parenting. Participants were 188 married Israeli couples with a typically developing child aged 3 to 6, selected in a convenience sample. Mothers and fathers independently completed measures of child's behavior, marital satisfaction, parental self-efficacy, and satisfaction with parenting. Data were collected between September 2019 and February 2020 and were analyzed using the common fate model (CFM). Results indicate a direct, negative association between child's noncompliant behavior and marital satisfaction, which was fully explained by parental self-efficacy and satisfaction with parenting. The study suggests that both parents are affected by their young child's noncompliance, with a spillover effect from the parent-child relationship into the marital relationship. The findings highlight the importance of early treatment of children's noncompliance and indicate that interventions aimed at enhancing parents' self-efficacy and satisfaction, as well as the inclusion of both parents in treatment, may be beneficial., Author(s): Carmit Matalon [sup.1] [sup.2] , Maria Nicoleta Turliuc [sup.1] Author Affiliations: (1) grid.8168.7, 0000000419371784, Department of Psychology, Alexandru Ioan Cuza University of Iasi, , Toma Cozma Str. No. 3, [...]

Childbirth self-efficacy is useful measure for maternal well-being and a wide variety of improved perinatal outcomes. The present systematic review and meta-analysis aims to examine the effectiveness of antenatal education on childbirth self-efficacy level of pregnant women. The systematic searches were conducted in nine databases in July 2019. The PRISMA checklist was used. The quality of studies was evaluated by two researchers. The random-effect model was used in the present meta-analysis. The heterogeneity tests, moderator and sensitivity analyses were performed. There were eligible seven articles. Antenatal education had a large, positive effect on outcome expectancy (Effect size = 3.817, 95% CI 1.71 to 5.93, p = .000) and efficacy expectancy (Effect size = 3.520, 95% CI 1.67 to 5.37, p = .000). Substantial evidence suggested high heterogeneity. Antenatal education is effective in promoting women's belief in themselves about not only ability of coping with birth, but also desired outcome of coping behavior which is effective in achieving a positive birth experience. Health professionals should provide antenatal education to promote women's belief about their behavior during the birth process. There are need further studies by considering suggestions of the present study., Author(s): Ayse Deliktas Demirci [sup.1] , Merve Kochan [sup.1] , Kamile Kabukcuoglu [sup.1] Author Affiliations: (1) grid.29906.34, Department of Obstetrics & Gynaecological Nursing, Faculty of Nursing, Akdeniz University, , Dumlupinar [...]

This study had the goal to examine factors that are associated with burnout and engagement among teachers from diverse educational stages. Among these factors, we analyzed socio-demographic aspects, such as gender, age and years of experience, and other psychological teacher-related variables like teacher's self-efficacy and teacher-student relationships. We also considered the potential mediating role of mindfulness in these relationships. The sample was made up by 425 Spanish teachers who answered an online survey. We administered the following measures: Revised version of the Teacher's Burnout Questionnaire, Utrecht Work Engagement Scale, Mindfulness in Teaching Scale -which distinguished between intrapersonal and interpersonal mindfulness-, Teacher's Sense of Self-efficacy Scale, and some questions related to the relationships between students and teachers in the classroom. We conducted a mediational analysis through structural equation modeling (SEM). Our findings indicated that both intrapersonal and interpersonal mindfulness mediated the relation between self-efficacy, which played a direct and an indirect role, the teacher-student relationship, and burnout and engagement. The socio-demographic variables of gender and years of experience played a significant role in mindfulness. The teachers with more self-efficacy were more likely to pay attention to their daily activity and to show more receptivity with their students, which resulted in lower burnout and more engagement. In addition, better relationships with students led to higher intrapersonal mindfulness levels, which mediated the relation with burnout and engagement. These relations varied depending on specific burnout and engagement dimensions. We discuss the implications of these findings for improving teachers' implication in the education field., Author(s): Nieves Moyano [sup.1] , Maria C. Perez-Yus [sup.2] [sup.3] , Paola Herrera-Mercadal [sup.3] [sup.4] , Mayte Navarro-Gil [sup.2] [sup.3] , Sandra Valle [sup.4] , Jesus Montero-Marin [sup.5] Author Affiliations: [...]

Although many empirical studies have aimed to find variances in positive mental health among different groups and the relationship between mental health and other variables, few studies examined the developmental trend of mental health levels and the cross-lagged relationship between self-efficacy, social rhythm, and mental health. Furthermore, few of them explored the interrelationship between self-efficacy and social rhythm among college students over time. This study thus aimed to clarify the longitudinal cross-lagged relationship between self-efficacy, social rhythm, and positive mental health among college students. A total of 764 students (627 females, mean age 21.03 ± 0.84 years at T1) participated in a 3-year-long study (T1, T2, T3) and were asked to complete the General Self-Efficacy, the Brief Social Rhythm, and the Positive Mental Health Scales. The results indicate that the development of positive mental health among college students showed an upward trend during those 3 years. There was a significant relationship between positive mental health, social rhythm, and self-efficacy. Positive mental health and social rhythm significantly predicted self-efficacy in the following year. Positive mental health in T2 could predict both T3 social rhythm marginally and T3 self-efficacy significantly. However, T1 social rhythm was not indirectly associated with T3 mental health via T2 self-efficacy, and T1 self-efficacy was not indirectly associated with T3 mental health via T2 social rhythm. This finding clarified the relationship between positive mental health, self-efficacy, and social rhythm, and provided evidence that positive mental health is the basis for self-efficacy and social rhythm among young adults. Therefore, school psychologists in universities should pay close attention to the positive mental health of young adults to form high levels of self-efficacy and social rhythm., Author(s): Qiongcui Huang [sup.1] , Xueqian Wang [sup.1] [sup.2] , Yongjing Ge [sup.1] [sup.3] , Dan Cai [sup.1] Author Affiliations: (1) grid.412531.0, 0000 0001 0701 1077, Education College, Shanghai Normal [...]

In April 2020, early in the COVID-19 outbreak, governments restricted public gatherings and ordered social distancing. These demands led to challenging adaptations, which in some cases resulted in mental health issues, including adjustment disorder. Guided by the transactional stress model, the current study aimed to examine the relations between personality traits and adjustment disorder in crisis situations and vagueness and the role of intolerance to uncertainty and self-efficacy in these relations. During Israel's first lockdown, 673 Israeli adults completed self-reported e-version questionnaires regarding Big Five personality traits, adjustment disorder, intolerance to uncertainty, self-efficacy, and background variables. The study was designed to examine the association between personality traits and adjustment disorder and the potential mediation of intolerance to uncertainty and self-efficacy in associations. The findings revealed that intolerance to uncertainty and self-efficacy mediated the association between personality traits and adjustment disorder. The results are consistent with the transactional stress model. They shed light on the role of intolerance to uncertainty and self-efficacy as cognitive mechanisms that promote the development of adjustment disorder. Recommendations for future studies and practice are discussed., Author(s): Miri Kestler-Peleg [sup.1] , Michal Mahat-Shamir [sup.1] , Shani Pitcho-Prelorentzos [sup.2] , Maya Kagan [sup.1] Author Affiliations: (1) grid.411434.7, 0000 0000 9824 6981, School of Social Work, Ariel University, [...]

For decades, social psychologists have theorized that role identities contain both conventional (culturally influenced) and idiosyncratic (uniquely interpreted) meanings, though comparatively, there has been a dearth of empirical research that addresses these distinctions. Recently, identity scholars have attempted to rectify this gap in the literature by beginning to address these discrete meaning structures empirically, showing that more conventionally defined role identities tend to be more prominent and salient within the self-concept. In the present study, we examine how the conventional versus idiosyncratic balance of role identity meanings relates to self-efficacy. We administer a survey to 934 study participants that measures individuals' degree of self-efficacy and the conventional/idiosyncratic balance of their student, worker, and friend role identities. Results show that generally, individuals have a higher level of self-efficacy when their role identities are defined more idiosyncratically than conventionally., Author(s): Michael J. Carter [sup.1] , Julie Eve Aguilar [sup.1] , Gabriela R. Flores [sup.1] Author Affiliations: (1) grid.253563.4, 0000 0001 0657 9381, Sociology Department, California State University, , Northridge, [...]

The relationship between perfectionism, body dissatisfaction, and self-efficacy is unclear. This study attempted to distinguish the relationship between different dimensions of perfectionism and to examine how they relate to body dissatisfaction and self-efficacy. Experiment 1 examined the effectiveness of two types of Cognitive Bias Modification for Interpretation (CBM-I) techniques in the induction of perfectionism. Experiment 2 explored the mediation and moderation effects of perfectionism facets, body dissatisfaction, and self-efficacy in the induction of perfectionism. Participants were randomly assigned to one of the four CBM-I conditions and completed self-report measures of trait and state perfectionism, body dissatisfaction, self-efficacy, as well as a behavioural task that assessed perfectionistic behaviours before and after the CBM-I induction. The results indicated no significant differences in perfectionism between the experimental groups and the control groups following the perfectionism induction. Using baseline participant characteristics, body dissatisfaction was found to mediate socially-prescribed perfectionism and self-efficacy. Self-oriented perfectionism moderated the association between body dissatisfaction and self-efficacy. State perfectionism may not be influenced by a single session (30 trials) of CBM-I training. Treatment targeting body dissatisfaction may enhance self-efficacy in socially-prescribed perfectionists. Further, interventions that decrease self-oriented perfectionism may reduce body dissatisfaction while increasing self-efficacy., Author(s): Yun-Han Wang [sup.1] [sup.2] , Yun-Lin Wang [sup.1] [sup.2] , Kaylee Misener [sup.1] , Maya Libben [sup.1] Author Affiliations: (1) grid.17091.3e, 0000 0001 2288 9830, Department of Psychology, University [...]

Sleep quality is influenced by various physiological and psychological parameters. We aimed to investigate the predictors of sleep quality, including eating behavior patterns, body mass index, self-efficacy, and coping strategies among university students. Three hypotheses were tested: 1) self-efficacy could predict sleep quality; 2) coping strategies could predict sleep quality and 3) eating behavior patterns and body mass index could mediate the association of self-efficacy and coping strategies with sleep quality. In a cross-sectional study, Sherer's self-efficacy questionnaire, Jalowiec coping scale, eating behavioral patterns, and Pittsburgh's sleep quality index questionnaires were collected from 250 female university students. The results of analyzing data using the structural equation modeling approach showed that the first and second hypotheses were fully confirmed but the third hypothesis was only partially supported. Higher self-efficacy and problem-focused coping strategies could positively predict better sleep quality, but higher emotion-focused coping strategies negatively predicted good sleep quality. Moreover, eating behavior patterns and body mass index could mediate the association between self-efficacy and emotion-focused (but not problem-focused) coping strategies with sleep quality. In brief, the total effects of self-efficacy, emotion-focused, and problem-focused coping strategies on sleep quality were [beta] = -0.260, [beta] = 0.327 and [beta] = -0.209; p < 0.001, respectively. The present study provides new evidence about the predictors of sleep quality among university students. However, further studies are required with longitudinal design and with more objective assessments of sleep quality., Author(s): Parvin Dehghan [sup.1] , Aydin Aynehchi [sup.2] , Sevda Saleh-Ghadimi [sup.3] , Mohammad Asghari Jafarabadi [sup.4] [sup.5] , Elham Moslemi [sup.2] Author Affiliations: (1) grid.412888.f, 0000 0001 2174 8913, [...]

Aiming to achieve the behavioral goals of the clients, group psychological counseling is the help process carried out by a professional psychological counselor, who was trained in the field where interpersonal interaction is developed. It is important for psychological counselors to be experienced in the field and to go through a group experience in order to conduct psychological counseling with a group. This study examined the effect of psychological counseling on psychological counselors' self-efficacy and listening skills. The experimental group and the control group of the study consisted of a total of 18 guidance and psychological counseling graduate students. There were nine (three males, six females) participants in both of the groups. Quasi-experimental design with experiment, control, pretest-posttest and follow-up test was employed in the study. In data analysis, Mann-Whitney U test was used for the difference between the posttests of the experimental and control groups, whereas was used by, and Wilcoxon signed-rank test was used for the comparisons of the experimental group's pre-posttest and post-follow-up test. Group counseling continued once a week for 10 weeks. There were no members who did not continue and did not participate in the process. The study revealed that psychological counseling practice conducted with the experimental group was effective on psychological counselors' self-efficacy and listening skills. This effect continued in the follow-up measurement performed 2 months later., Author(s): Özlem Tagay [sup.1] Author Affiliations: (1) grid.411761.4, 0000 0004 0386 420X, Education Sciences-Guidance and Counseling Department, Burdur Mehmet Akif Ersoy University, , Burdur, Turkey Introduction > Psychological counseling is [...]

This study aims to examine how authentic leadership (a source external to the individual) and self-efficacy (an internal resource) shape experiences of meaning in work. In addition to examining the individual impact of the above factors on work meaningfulness, the study examines the role of self-efficacy as a mediator and a moderator of the relationship between authentic leadership and work meaningfulness. The sample comprised 350 employees from public and private sector manufacturing firms in India. Process (Hayes 2013 (See CR33)) was used to test the hypotheses with the aid of SPSS 24. Self-efficacy and authentic leadership proved to be important predictors of employees' perceived sense of meaningfulness in work. In addition to the direct pathway, authentic leadership was found to infuse meaning in work indirectly through self-efficacy. Further, self-efficacy moderated the influence of authentic leadership on work meaningfulness in a way that the effect strengthened with decreasing values of self-efficacy. By accommodating multiple sources and mechanisms, representing both situational and personal factors, the study contributes to comprehensive understanding of how and under what conditions work meaningfulness can be increased. Identifying, selecting, and developing employees with authentic leadership qualities is likely to benefit organizations in terms of fostering positive psychological capacities of employees and improving perceived meaningfulness of work. However, leadership goes unnoticed for the employees with high self-efficacy., Author(s): Richa Chaudhary [sup.1] Author Affiliations: (1) grid.459592.6, 0000 0004 1769 7502, Department of Humanities and Social Sciences, Indian Institute of Technology Patna, , 801106, Patna, Bihar, India Introduction > [...]

Using Social Cognitive Theory as our theoretical framework, we analyse how beliefs about group efficacy among team members, together with transformational leadership are two group-level constructs (aggregated members' shared beliefs), which predicts individual members self-efficacy over time. We conducted a three-wave longitudinal study with 456 participants that were randomly distributed in 112 groups working in three simulated creative collective tasks. We computed random coefficient models in a lagged-effects design. Findings were as expected and group efficacy beliefs and group-level transformational leadership were relevant cross-level predictors of individual self-efficacy over time (even after controlling for baseline levels of individual self-efficacy). Results suggested that these group-level factors are relevant cross-level constructs that explain how individual self-efficacy among group members is developed over time., Author(s): Marisa Salanova [sup.1] , Alma M. Rodríguez-Sánchez [sup.2] , Karina Nielsen [sup.3] Author Affiliations: (1) grid.9612.c, 0000 0001 1957 9153, WANT Research Team, Universitat Jaume I, , Castelló, Spain [...]

The present research aims to explain the mediating role of mindfulness in the relationship between early maladaptive schemas and self-efficacy among the students of Tehran University in Tehran, Iran (n = 306). The General Self-Efficacy Scale (GSE, Sherer et al. Psychological Reports, 51(2), 663-6711982 (See CR50)), the Five-Facet Mindfulness Questionnaire (FFMQ, Baer et al. Assessment, 13(1), 27-452006 (See CR3)) and the Early Maladaptive Schemas Questionnaire-Short Form (EMSQ-SF, Young 1994) were used for collecting the data. The results of the path analysis revealed that mindfulness mediates the relationship between early maladaptive schemas and self-efficacy. Given the role of mindfulness in increasing self-efficacy and reducing early maladaptive schemas, mindfulness training interventions are recommended to be used for reducing the destructive effects of early maladaptive schemas and increasing self-efficacy., Author(s): Zohreh Hosseinzadeh [sup.1] , Masomeh Sayadi [sup.2] , Nima Orazani [sup.3] Author Affiliations: (1) grid.411537.5, 0000 0000 8608 1112, Imam Khomeini International University, , Qazvin, Iran (2) grid.46072.37, 0000 [...]

Integrating work and family is a significant challenge for working adults. In the current study it is theorized and empirically shown that a psychological mechanism-general self-efficacy-asymmetrically mediates the relationship between cross domain compensation (CDC), a major component of work-family enhancement and satisfaction outcomes in originating and receiving domains. Findings from structural equation modeling (SEM) analysis of data from 292 employed women from a variety of organizations reveal asymmetrical associations of CDC with family and work satisfaction in originating and receiving domains through self-efficacy. Both work-family and family-work CDC are related to increased self-efficacy, which in turn is associated with improved satisfaction in the originating domain but diminished satisfaction in the receiving domain. The findings lend support both through direct associations and mediated associations, to the 'originating domain' view in the literature which is lately garnering empirical evidence, according to which work-family enhancement originating in a given domain contributes to satisfaction in the originating rather than the receiving domain. Drawing on Conservation of Resources (COR) theory and the Work-Home Resources (W-HR) model, theoretical and applied implications for individual and organizational wellbeing and development are discussed., Author(s): Miriam Dishon-Berkovits [sup.1] Author Affiliations: (1) grid.430101.7, 0000 0004 0631 5599, Faculty of Business Administration, Ono Academic College, , 104 Zahal Street, 55000, Kiryat Ono, Israel Integrating work and [...]

People often fail at following through with their health behaviour goals. How health goals are cognitively represented holds promise for understanding successful health behaviour change. Health-related possible selves (HPS) reflect cognitive representations of a future self that people may wish to achieve (hoped-for-HPS) or avoid (feared-HPS), that can promote health behaviour change. However, success depends on the strength of the efficacy and outcome expectancies for achieving/avoiding the HPS. Personality traits linked to poor self-regulation are often not considered when assessing the potential self-regulatory functions of HPS. The current study addressed this issue by examining the associations of trait procrastination with efficacy and outcome expectancies for hoped-for-HPS and feared-HPS, and health behaviour change intentions and motivations in a community sample (N = 191) intending to make healthy changes in the next 6 months. Trait procrastination was associated with weaker intentions and motivations for health behaviour change, and lower efficacy and outcome expectancies for hoped-for-HPS, but not feared-HPS. Bootstrapped multiple mediation analysis found significant indirect effects of procrastination on health behaviour intentions, through outcome, but not efficacy, expectancies for hoped-for-HPS. Results suggest that issues in imagining a hoped-for-HPS can be achieved are linked to weak intentions for health behaviour change for those with chronic self-regulation difficulties. Research into interventions that strengthen feeling connected to hoped-for-HPS is recommended., Author(s): Fuschia M. Sirois [sup.1] [sup.2] Author Affiliations: (1) grid.11835.3e, 0000 0004 1936 9262, Department of Psychology, The University of Sheffield, , 1 Vicar Lane, S1 2LT, Sheffield, UK (2) [...]

The purpose of this study was to identify the personality predictors of individuals with a stress coping style. In the study, we have attempted to establish which traits play a crucial role in the prediction of tendencies applicable to a specific style of stress coping. In this study, all personality predictors were included in one model. The study was conducted with a group of 632 students. The results demonstrate a positive relationship between both self-efficacy and resilience with a task-oriented style of coping. Both traits related to a task-oriented style to a similar extent. The relationship between participants' sense of coherence and task-oriented style was non-significant. Participants' emotion-oriented style was negatively related with not just the sense of coherence variable, but also with self-efficacy and resilience. Significant predictors of avoidance-oriented styles were the sense of coherence and resilience variables. Further analysis of the two forms of avoidance-oriented styles demonstrate that the sense of coherence variable was a significant predictor of both engaging in substitute activities and seeking contact with other people. Resilience was a significant predictor solely with regard to seeking contact with other people., Author(s): Karol Konaszewski [sup.1] , Marcin Kolemba [sup.1] , Malgorzata Niesiobedzka [sup.1] Author Affiliations: (1) grid.25588.32, 0000 0004 0620 6106, Faculty of Pedagogy and Psychology, University of Bialystok, , Swierkowa [...]

Grounded on social cognitive career theory as a framework, the present research investigates whether high quality international mobility experiences of students enhance their general self-efficacy perceptions and improve job-search self-efficacy behavior (JSSE-B) and job-search self-efficacy outcome (JSSE-O) following graduation. Data was collected at two different time points from students who enrolled to an international mobility program. The first survey was conducted shortly after students returned to home country, and the second survey after 23 months on average following the first survey. The results revealed that the quality of international experiences had a positive and indirect effect on JSSE-B and JSSE-O and this relationship was mediated by general self-efficacy of participants. The findings suggested that both general self-efficacy and by extension job search self-efficacy could be enhanced through properly designed international student mobility programs, benefits of which are not constrained to a limited time span, but prevail after graduation, as well., Author(s): Sevgi Emirza [sup.1] , Engin Bagis Öztürk [sup.1] , Ayça Sade Sengönül [sup.2] Author Affiliations: (1) grid.21200.31, 0000 0001 2183 9022, Faculty of Business, Dokuz Eylül University, , Isletme [...]

This study examined ways to improve the sense of self-efficacy and its relationships to emotional intelligence and coping strategies among college students involved in a program focused on academic and emotional support. 274 students participated in an intensive pre-exam program focusing on introductory courses. Research instruments included four questionnaires: Academic self-efficacy questionnaire, Self-reporting emotional intelligence questionnaire, Stress appraisal and coping questionnaire, and Demographic questionnaire. Several analyses were conducted at two points in time correlation matrix, t-test, ANOVA analysis to test for differences in coping strategies between students in different stages, and a regression analysis. The results suggest a direct link between emotional intelligence and academic self-efficacy, which is variedly affected by the tendency to employ avoidance coping strategies. Key words: Short-term, intensive academic course intervention, Academic self-efficacy, Higher education, Emotional intelligence abilities, Coping with stress, Introduction Alongside the development of students' cognitive abilities, emotional capabilities have been shown to be equally important in promoting academic success among students in Higher Education Institutions (HEIs). These capabilities [...]

The primary purpose of this study is to test whether the effect of workload on emotional exhaustion (health impairment process) and social support on depersonalization (motivation process) could be mediated by personal resources such as self-efficacy, self-esteem and optimism. Two multiple mediation models are tested separately, and then the point estimate and bias-corrected and accelerated 95 % confidence interval of the total and specific indirect effect are determined using the bootstrap approach with 1000 bootstrapped samples. The results show that workload positively affects emotional exhaustion, whereas social support negatively affects depersonalization, thus further corroborating the health impairment process and motivation process as assumed by the job demands-resources (JD-R) model. The total indirect effect is significant for both models, and self-esteem and optimism are the significant mediators for the health impairment process, whereas only optimism is the significant mediator for the motivation process., Author(s): Jie Huang[sup.1] , Yansong Wang[sup.1] , Xuqun You[sup.1] Author Affiliations: (1) Department of Psychology of Shaanxi Normal University, 710062, Xi'anChina Introduction Job burnout is a psychological syndrome of emotional [...]

Progress in education has involved, to a large extent, a focus on individuals' wellbeing experiences at school (ACU and Erebus International, 2008; Fraillon, 2004). This line of inquiry has produced extensive findings, highlighting the diverse coverage and scope of this psychosocial theoretical orientation. We recently developed a theoretical framework (Phan, 2015-In press-c; Phan & Ngu, 2014) with its corresponding measure, titled the Academic Well-Being Experience Questionnaire, to assess and evaluate differing components of personal wellbeing at school, for example: appreciation and value, relating to others, academic striving, daily functioning, emotional wellbeing, and personal functioning. Our conceptualization, in contrast to existing conceptualized frameworks, is innovative as it emphasizes a number of personal and achievement-related attributes--for example: affective response, interpersonal skills, and academic outcomes. This study, correlational in design, situated six major components of personal wellbeing (e.g., academic striving) within the framework of social cognition (Bandura, 1986, 1997). We used causal modeling procedures to analyze the data (N = 230), testing a hypothesized a priori model that postulated the following: (i) enactive learning experience as an antecedent, (ii) academic self-efficacy and the six components of personal wellbeing as central mediators, and (iii) school experience as an adaptive outcome. Evidence obtained provided moderate support for our hypothesized model, which we discuss in detail. Keywords: enactive learning experience, wellbeing components, school experience, quantitative analysis, Introduction The notion of personal wellbeing is relatively complex and scopes a number of psychosocial attributes (Fraillon, 2004). This theoretical orientation is non-deficit and reflects a positive psychological approach to [...]

This article explores cross-sectional associations between depressive symptoms and body mass index (BMI) in women working in schools in the Greater New Orleans area. Self-efficacy for eating and exercise, eating styles, and exercise are examined as potential pathways. This is a secondary data analysis of 743 women who were participating in a workplace wellness randomized controlled trial to address environmental factors influencing eating and exercise behaviors using baseline data prior to the intervention. BMI was the primary outcome examined. Path analysis suggested that increased depressive symptoms were associated with increased BMI in women. Indirect effects of depressive symptoms on BMI were found for increased healthy eating self-efficacy, increased emotional eating, and decreased exercise self-efficacy. The association between greater healthy eating self efficacy and BMI was unexpected, and may indicate a suppressor effect of eating self-efficacy in the relationship between depressive symptoms and BMI in women. The findings suggest the importance of depressive symptoms to BMI in women. Targets for interventions to reduce BMI include targeting depressive symptoms and related sequelae including self-efficacy for exercise, and emotional eating. Further investigation of eating self-efficacy and BMI are recommended with particular attention to both efficacy for health eating and avoidance of unhealthy foods. Keywords Depressive symptoms * BMI * Self-efficacy * Emotional eating, The health and economic burden associated with both depression and obesity is an important public health issue (Simon et al., 2011). The National Comorbidity Survey suggests that lifetime episodes of [...]

Abstract AIM This study uses self-efficacy as a theoretical framework for clinical skills instruction. BACKGROUND Questions remain regarding the mechanism through which instruction on clinical skills in simulated laboratory settings [...]

Research shows that teachers' efficacy relates to pupil achievement. Strong efficacy, or a self-belief that one can positively impact pupil learning, is risked when teachers develop concerns related to pupil learning. This study explored the perceived concerns of teacher candidates (N=3) throughout an eight-week clinical field experience. Qualitative analysis from interviews, focus groups, sorting tasks, and reflective writings, show that there is an inverse relationship between efficacy and concerns and that the relationship changes over time. As full time practitioners, the authors' roles help to secure ecological, dialogical, and democratic validity to support their claims. Suggestions for how to systematically address teacher candidates' efficacy are situated in Bandura's (1992) and Fuller's (1969) seminal works., Framing the Study This study informs teacher educators, including cooperating teachers, about the critical importance of supporting teacher candidate's development of efficacy, or the self-belief that they can positively impact [...]

This study explored factors associated with both career and student development, and with persistence decisions. Findings revealed differences in which students perceived their abilities, responsibilities, adaptability, and connections between academics [...]

The aim of this study is to evaluate biology teachers' attitudes and belief levels on classroom control in terms of teachers' sense of efficacy. The screening model was used in the study. The study group was comprised of 135 biology teachers. In this study, Teachers' Sense of Efficacy Scale (TSES) and The Attitudes and Beliefs on Classroom Control (ABCC) Inventory were used. The independent groups t-test, reliability coefficient analysis, Pearson correlation coefficient and multiple regression analysis were used to analyze the data. As the results of the study, teachers' sense of efficacy levels, and attitudes and beliefs scores on classroom control were found to be high in both the overall scale and its dimensions. Furthermore, there is no statistically significant difference between attitudes and beliefs scores on classroom control and teachers' sense of efficacy. There are medium level positive significant relationships between teachers' sense of efficacy and attitudes and beliefs levels on classroom control. Teachers' sense of efficacy accounted for %16.1 of total variance in attitudes and beliefs on classroom control. Keywords: attitudes and beliefs on classroom control, biology teacher, self-efficacy, teacher's self-efficacy, Introduction When the related literature is reviewed, it noticed that self-efficacy has been one of the most investigated concepts in the last 30 years. Self-efficacy is defined as a feature [...]

Prior studies indicate that teachers differ in how they respond to different kinds of traditional bullying, and that their beliefs predict their intervention intentions. The current study provided the first extension of this work into the realm of cyber bullying. Preservice teachers in the United Kingdom (N = 222) were presented with vignettes describing three subtypes of traditional bullying as well as cyber bullying, and the latter was directly compared with the former. Dependent variables were perceived seriousness, ability to cope, empathy, and intentions to intervene. Results showed that responses to cyber bullying were most similar to verbal traditional bullying, but distinct from physical and relational traditional bullying. For cyber bullying, willingness to intervene was significantly predicted from the other three dependent variables (collectively and each one uniquely). No gender differences were observed. The implications of the results concerning how teacher educators could help teachers to deal with cyber bullying were discussed. Keywords bullying, cyber bullying, peer victimization, teachers, Introduction and General Rationale Bullying is a subset of aggression that is characterized by a power imbalance in favor of perpetrators over victims, intention to cause harm or distress, and [...]

The inequitable distribution of teachers in high-needs areas and the failure of teacher education programs have recently become focal points in the discussion of how to provide a quality education to all students. To address this concern, reformers have responded by mandating specific qualifications for teachers in all schools. These mandates have been established, however, without a real understanding of what these qualifications mean. This article adopts a mixed-methods approach to understanding what qualifications measure for novice teachers in urban districts in terms of teacher efficacy and one-year retention. Analysis of data from the Schools and Staffing Survey (2009-2010) and qualitative interviews reveal that qualifications do predict teacher efficacy, to an extent, yet they do not predict teacher retention. More research needs to be done to identify measurable qualifications that can actually predict what will happen in the first year of teaching. Keywords teacher efficacy, highly qualified teacher, teacher preparation, urban teaching, teacher retention, Introduction In the current climate of educational accountability, the inequitable distribution of teachers and the 'failure' of teacher education programs have become focal points in the discussion of how to [...]

Pedagogical content knowledge (PCK) and content knowledge (CK) are key components of teacher competence that affect student progress. However, little is known about how teacher education affects the development of CK and PCK. To address this question, our research group constructed tests to directly assess mathematics teachers' CK and PCK. Based on these tests, we compared the PCK and CK of four groups of mathematics teachers at different points in their teaching careers in Germany. Confirmatory factor analyses showed that PCK and CK measurement was satisfactorily invariant across the teacher populations considered. As expected, the largest differences in CK and PCK were found between the beginning and the end of initial teacher education. Differences in the structures of teacher education were reasonably well reflected in participants' CK and PCK. Keywords teacher education, content knowledge, pedagogical content knowledge, regression analysis, measurement invariance, In recent decades, educational research has provided compelling evidence that the quality of the learning opportunities created by teachers affects students' learning and motivation (Hattie, 2009; McCaffrey, Lockwood, Koretz, Louis, [...]

Medical and demographic characteristics and psychological morbidity of individuals with cancer prior to a psychosocial intervention can influence the efficacy of interventions. However, little is known about the moderating role of patients' psychosocial characteristics on intervention effects. This review sought to identify and synthesize the impacts of psychosocial moderators of the effect of psychosocial interventions on the psychological well-being of cancer patients. A systematic review of the published literature was conducted. Databases searched included PsyclNFO, PubMed, MEDLINE, Scopus, CINAHL, Web of Science, and Psychology and Behavioural Sciences Collection. Randomized controlled studies examining a moderator effect of patients' psychosocial characteristics other than baseline depression and anxiety levels were included. Of 199 potential papers, a total of 20 studies, involving 3,340 heterogeneous cancer patients are included. Of the 17 potential psychosocial moderators examined in this review, 14 significantly moderated the effects of interventions. Moderators were categorized into personality traits, mental and physical quality of life, social environment, and self-efficacy. Patients with poorer quality of life, interpersonal relationships and sense of control benefitted more from interventions than those who already had adequate resources. Patients with low levels of optimism and neuroticism, high levels of emotional expressiveness, interpersonal sensitivity, and dispositional hypnotizability also showed greater benefits from various interventions. This review adds to the growing literature aimed at personalizing psychosocial cancer treatment by identifying who benefits from which psychosocial interventions. Keywords Cancer * Psychosocial intervention * Personality * Social support * Self-efficacy * Quality of life, Introduction Individuals diagnosed with cancer can experience persistent distress due to the impact of cancer on multiple facets of their lives. These disruptions may include physical and cognitive dysfunctions resulting [...]

This exploratory study surveyed 17 BSW-level field instructors on their experience, beliefs, and perceived self-efficacy regarding evidence-based practice (EBP). The authors conducted focus groups concerning EBP in participants' agencies and with BSW students under their supervision. Results indicate that although they felt positive toward EBP and reported moderate levels of perceived self-efficacy regarding EBP, implementation occurred in a piecemeal fashion, if at all. Factors identified to enhance EBP in the agencies include training, resources, supervision, matching EBP to client populations, and trust between administrators and staff members. According to our study, students' experience with EBP in field settings could probably be facilitated by students' research readiness, collaboration between field instructors and faculty, access to university resources, and training., Over the past decade, social work academics and practitioners have deliberated evidence-based practice (EBP) and ways of integrating it into the social work profession. Even though EBP has increasingly entered [...]

Current best practice suggests inclusion for teaching children with disabilities. This requires teachers to be well-trained in accommodating instruction to meet the needs of children with disabilities. As more schools move to embrace Response to Intervention as a framework for addressing the educational needs of all children, teachers will need to feel even more capable of meeting diverse learners' needs. How capable teachers feel they are to accommodate instruction so that students succeed is a question of much discussion. This study investigated how teachers feel about their abilities to educate students who are at-risk and those with special needs and the relationship between teacher efficacy, learned helplessness and the presence or absence of support through consultation. Results suggest that the presence of consultation was the sole factor among the variables addressed that affected reported self-efficacy and learned helplessness in relation to teaching students with disabilities. Keywords: teacher self-efficacy, learned helplessness, diverse students, consultation, Introduction Gone are the days when a student once identified with a disability would be educated apart from his or her typically developing peers. For years, many school systems have [...]

This study examined the association between self-efficacy and self-rated abilities in conjunction with adjustment and academic performance with a diverse sample of 271 undergraduate college students with majors in the liberal arts. Significant positive associations between and among the constructs in different combinations were found. The discussion focuses on the theoretical and practice implications of the results and offers suggestions for further research., The American Counseling Association's (2005) ACA Code of Ethics calls on counselors to 'encourage client growth and development' (p. 4). Since the origin of the profession, counselors have facilitated client [...]

Abstract Self-efficacy or the belief in one's ability (Bandura, 1977) on the part of both teachers and students is thought to be directly related to teacher and student success. Few [...]

The current study examined the associations among dimensions of perfectionism, Type A behavior, self-efficacy, distress, and health symptoms in high school students. A sample of 73 high school students (34 boys, 39 girls) completed measures of self-oriented perfectionism, socially prescribed perfectionism, Type A behavior, self-efficacy, depressive symptoms, and psychosomatic symptoms. Correlational analyses found that self-oriented perfectionism was marginally related to Type A behavior. Students with elevated levels of depressive symptoms were also characterized by self-oriented perfectionism, Type A behavior, low self-efficacy, and health symptoms. In addition, health symptoms were linked with low self-efficacy. Simultaneous entry of several variables into a regression analysis found that significant unique predictors of depression were low self-efficacy and elevated self-oriented perfectionism. Similarly, a regression analysis found that low self-efficacy and high self-oriented perfectionism were unique predictors of health symptoms. The findings highlight the distinctions between the perfectionism and the Type A constructs, and support self-regulation models of depression and physical symptoms that include an emphasis on excessive perfectionistic standards and low self-efficacy. We discuss the need for preventive interventions designed for perfectionistic adolescents with low self-efficacy. Keywords Perfectionism, Type A behavior, Self-efficacy, Depression, Health, Adolescents, There is growing interest in the nature and correlates of perfectionism in children and adolescents. It has been found in adults that perfectionism is multidimensional and the dimensions vary in [...]

Career development that adequately addresses the needs of multicultural students is important. The authors explored whether a constructivist career course might be a viable mechanism for improving career decision self-efficacy for 81 Asian American and African American college students. Results indicated significant increases in all 5 elements of career decision self-efficacy: self-appraisal, occupational information, goal selection, planning, and problem solving. Hence, constructivism shows potential as a way to integrate multicultural and career competencies in the classroom., The career development of racial/ethnic minorities has gained increasing attention. Over the past several decades, a number of studies have focused on career self-efficacy, particularly career decision self-efficacy, with the [...]

We examined whether Iranian American adolescents' perceptions of parental support, parental knowledge, and parental psychological control relate to general self-efficacy directly, and indirectly through positive esteem and self-deprecation. To investigate this, self-report surveys were collected from 158 Iranian American adolescents attending Iranian American youth groups, Armenian private school, and one public school. Results indicated that positive esteem, self-deprecation, mother and father knowledge, and mother and father psychological control were directly related to general self-efficacy. Furthermore, the parenting variables were indirectly related to general self-efficacy through either positive esteem or self-deprecation. Keywords Iranian American * Adolescents * Parenting * Self-esteem * Self-efficacy DOI 10.1007/s10826-010-9363-x

Individuals' beliefs and expectations about their performance have long been identified as critical to excellence in sport. In this context, in order assess self efficacy specific to golf, we collected data from 220 male participants in the Dupont World Amateur Golf Tournament regarding golf self efficacy, generalized self efficacy, psychomotor and psychological skills linked to golf, competitive anxiety, and information regarding problem areas in one's game and specific methods for improving one's golf performance. Analyses suggested the 12-item measure of golf self efficacy (GSES) to possess high internal consistency, to be unidimensional in nature, and to correlate with not only predicted Round I tournament performance, but also Tournament performance for 3 of 4 rounds. GSES scores were also reliably related to competitive anxiety, generalized self efficacy, self reported golf-specific psychological and psychomotor skills, and to both pre-round tension/anxiety and to individuals' predictions about their first round tournament performance. These findings suggest the GSES to be both reliable and valid, and therefore to be potentially useful in both research and teaching-related venues as they apply to amateur golfers., ********** Self-efficacy reflects individuals' beliefs in their capability to perform behaviors that will bring about specific outcomes (Bandura, 1995, 1997). Several variables affect self-efficacy, including one's social, environmental and temporal [...]

In this article, we propose a model of the process of empowerment. The notion of empowerment is compelling and much employed across many subfields inside and outside of psychology, but the lack of consistency in the ways prior literature has defined it is an obstacle to meaningful synthesis of findings and consistent application in practice. Our empowerment process model builds on prior work in taking the following steps: articulating empowerment as an iterative process, identifying core elements of that process, and defining the process in a way that is practically useful to both researchers and practitioners with terms that are easily communicated and applied. The components of the model are personally meaningful and power-oriented goals, self-efficacy, knowledge, competence, action, and impact. Individuals move through the process with respect to particular goals, doubling back repeatedly as experience promotes reflection. We make specific recommendations for research and practice and discuss applications to social justice. Keywords: empowerment process model, social justice, self-efficacy, goals, power DOI: 10.1037/a0018854

This study utilized a cross-sectional design in order to explore the relationship between interpersonal effectiveness, defined as level of assertiveness, social perception, and perceived self-efficacy, and repeated sexual victimization in adolescence and adulthood. In addition, we compared global versus situation-specific measures of interpersonal effectiveness. Results indicated that global measures of interpersonal effectiveness failed to differentiate victim groups, and there were also no group differences in social perception. However, on situation-specific measures, revictimized women were significantly lower than nonvictims on sexual assertiveness and sexual self-efficacy. These results support the hypothesis that interpersonal functioning is related to sexual revictimization and highlight the need to measure interpersonal functioning specifically in sexual situations as it relates to women's sexual assault history. Keywords: sexual assault; revictimization: interpersonal skills: self-efficacy DOI: 10.1891/0886-6708.25.4.504