Relevant bibliographies by topics / Efficacy belief

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Efficacy belief'

Author: Grafiati
Published: 13 April 2024

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Journal articles on the topic "Efficacy belief"

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Altundağ, Canan Koçak. "Examination of high school students' attitudes towards homework, procrastination behaviors and efficacy beliefs." SHS Web of Conferences 66 (2019): 01005. http://dx.doi.org/10.1051/shsconf/20196601005.

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The aim of this study was to examine the relationship between high school students' academic procrastination behaviors, efficacy beliefs, and attitudes towards homework. This study has shown that students with low academic and/or social efficacy belief engage in more academic procrastination behavior than those with high academic and/or social efficacy belief and that students with high academic, social, and/or emotional efficacy belief have a more positive attitude towards homework than those with low academic, social, and/or emotional efficacy belief. There was no significant statistical difference in academic procrastination behavior based on low or high emotional efficacy belief. This study examines the relationship between high school students' efficacy beliefs, academic procrastination behaviors, and their attitude towards homework in order to address the fact that in the literature there was no study on the correlation between efficacy belief and both academic procrastination and attitude towards homework.
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Park, Seungbae. "Against motivational efficacy of beliefs." Coactivity: Philosophy, Communication 23, no. 1 (July 15, 2015): 86–95. http://dx.doi.org/10.3846/cpc.2015.215.

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Danielle Bromwich (2010) argues that a belief is motivationally efficacious in that, other things being equal, it disposes an agent to answer a question in accordance with that belief. I reply that what we are disposed to do is largely determined by our genes, whereas what we believe is largely determined by stimuli from the environment. We have a standing and default disposition to answer questions honestly, ceteris paribus, even before we are exposed to environmental stimuli. Since this standing and default disposition is innate, and our beliefs have their source in environmental stimuli, our beliefs cannot be the source of the disposition. Moreover, a recent finding in neuroscience suggests that motivation is extrinsic to belief.
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Wang, Jingying, Mingyue Yang, Beibei Lv, Feixiong Zhang, Yonghe Zheng, and Yihong Sun. "INFLUENCING FACTORS OF 10th GRADE STUDENTS’ SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 675–86. http://dx.doi.org/10.33225/jbse/20.19.675.

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Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students’ science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents’ support can directly predict students' expectations of science careers; 2) the effect of student’s perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students’ interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students’ science beliefs and identity for the improvement of their science career expectations. Keywords: influencing factors, science career expectations, Structural Equation Model, 10th grade students.
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Tok, Türkay Nuri, and Şükran Tok. "Novice teachers’ classroom management self efficacy beliefs." Journal of Human Sciences 13, no. 3 (December 20, 2016): 5595. http://dx.doi.org/10.14687/jhs.v13i3.4178.

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This study aims to determine novice teachers’ classrom management self efficacy beliefs as well as the extent to which these beliefs change according to independent variables. This research which aims to determine novice teachers’ classroom management self efficacy beliefs is a survey type research. The participants of the study are 85 novice teachers on duty in their first year in Hatay Province in Turkey. Classroom Management Self-Efficacy Convictions Scale that is internally consistent and valid in measuring classroom management self-efficacy beliefs of prospective teachers devised by Çetin (2013) was used in the study. There is not any statistically significant difference in terms of school of graduation and classroom management efficacy belief and result expectation sub-dimension. There is not any statistically significant difference in classroom management efficacy belief and result expectation sub-dimension. In terms of gender, there is not any statistically significant difference in the result expectation sub-dimension but there is a statistically significant difference in classroom management efficacy belief. Male novice teachers have higher level of classroom management efficacy beliefs than female novice teachers.
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Yıldız, Hatice, and Mustafa Akdağ. "The Effect of Metacognitive Strategies on Prospective Teachers’ Metacognitive Awareness and Self Efficacy Belief." Journal of Education and Training Studies 5, no. 12 (November 13, 2017): 30. http://dx.doi.org/10.11114/jets.v5i12.2662.

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The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers’ metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the Primary Education Department at the Faculty of Education at Cumhuriyet University in Sivas, Turkey. Experimental method with pre-test and post-test control group was used in the study. Metacognitive Awareness Inventory, Science Teaching Efficacy Beliefs Inventory-B (STEBI-B) and Teacher Self Efficacy Beliefs Inventory were utilized as pre-test and post-test. Journals and metacognitive questions were used in experimental group training. The research findings indicated that metacognitive strategies increased the prospective teachers’ metacognitive awareness and teacher self efficacy belief but they did not increase students’ science teaching self efficacy belief so much as to constitute a significant difference between the pre-test.
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Park, Eun Ju. "The Effect of Pre-service Early Childhood Teachers' Playfulness and Play Belief on Play Teaching Efficacy." Taegu Science University Defense Security Institute 7, no. 1 (February 28, 2023): 53–74. http://dx.doi.org/10.37181/jscs.2023.7.1.063.

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The purpose of this study is to find out how playfulness and play beliefs of pre-service early childhood teachers affect play teaching efficacy. The subjects of the study were 267 students of K College located in D city. The collected data were subjected to frequency analysis, descriptive statistics, correlation analysis, stepwise multiple regression analysis, and One-Way ANOVA using the SPSS 18.0 program. The main results of this study are as follows. First, the general tendencies of pre-service early childhood teachers' playfulness, play beliefs, and play teaching efficacy were higher than normal. Second, as a result of examining the differences in playability, play belief, and teaching efficacy of pre-service early childhood teachers by grade, third graders perceived playability and play belief the highest, and second graders perceived play teaching efficacy higher. There was a difference. Third, looking at the correlation between playfulness, play belief, and play teaching efficacy, it was found that there was a positive correlation between the rest of the variables except for spontaneity and spontaneity of playfulness. Fourth, as a result of examining the relative influence of playfulness and play belief on play teaching efficacy, it was found that cheerfulness among the sub-factors of playfulness and positive play belief among the sub-factors of play belief affect the sub-factors of play-teaching efficacy. These results suggest that it is necessary to operate a program to enhance playfulness and play belief in the teacher training process in order to enhance play teaching efficacy.
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JUN, Young-Ah, and Hye-Jung HWANG. "The mediating effect of dysfunctional beliefs in the effect of college students' self-efficacy on smartphone game addiction." Association of Korea Counseling Psychology Education Welfare 9, no. 6 (December 31, 2022): 103–17. http://dx.doi.org/10.20496/cpew.2022.9.6.103.

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The purpose of this study is to verify whether dysfunctional beliefs have a mediating effect onthe influence of college students' self-efficacy on smartphone game addiction. We conducted astudy on 323 university students, and it was investigated through questionnaires measuringsmartphone game addiction, self-efficacy, and dysfunction belief. As a result, there was asignificant negative correlation between self-efficacy and dysfunctional beliefs, self-efficacy andsmartphone game addiction, and a positive correlation between dysfunctional beliefs andsmartphone game addiction. And it was found that self-efficacy had a statistically significantnegative effect on smartphone game addiction and dysfunctional belief, and dysfunctional beliefhad a significant positive effect on smartphone game addiction. In addition, the mediating effectof dysfunctional beliefs was significantly confirmed in the relationship between self-efficacy andsmartphone game addiction.
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Erdem, Eda, and Özcan Demirel. "TEACHER SELF-EFFICACY BELIEF." Social Behavior and Personality: an international journal 35, no. 5 (January 1, 2007): 573–86. http://dx.doi.org/10.2224/sbp.2007.35.5.573.

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This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.
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Sachs, John. "Superstition and Self-Efficacy in Chinese Postgraduate Students." Psychological Reports 95, no. 2 (October 2004): 485–86. http://dx.doi.org/10.2466/pr0.95.2.485-486.

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43 Chinese postgraduate education students (16 men and 27 women), whose mean age was 33.5 yr., completed a questionnaire measuring superstitious beliefs (Superstitious Beliefs Scale) and self-efficacy (General Perceived Self-efficacy Scale). Higher scores on belief in superstition were associated with lower rated self-efficacy. While not significant, the observed correlation of –.28 between superstitious belief and self-efficacy was of a similar magnitude and in the same direction as that previously reported for western students. Such cross-cultural validation is consistent with the generality of this relationship. Suggestions for further research are made.
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Ray, James, and Karin S. Hendricks. "Collective Efficacy Belief, Within-Group Agreement, and Performance Quality Among Instrumental Chamber Ensembles." Journal of Research in Music Education 66, no. 4 (October 19, 2018): 449–64. http://dx.doi.org/10.1177/0022429418805090.

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We examined collective efficacy beliefs, including levels of within-group agreement and correlation with performance quality, of instrumental chamber ensembles (70 musicians, representing 18 ensembles). Participants were drawn from collegiate programs and intensive summer music festivals located in the northwestern and western regions of the United States. Individuals completed a five-item survey gauging confidence in their group’s performance abilities; each ensemble’s aggregated results represented its collective efficacy score. Ensembles provided a video-recorded performance excerpt that was rated by a panel of four string specialists. Analyses revealed moderately strong levels of collective efficacy belief and uniformly high within-group agreement. There was a significant, moderately strong correlation between collective efficacy belief and within-group agreement ( rs = .67, p < .01). We found no relationship between collective efficacy belief and performance quality across the total sample, but those factors correlated significantly for festival-based ensembles ( rs = .82, p < .05). Reliability estimates suggest that our collective efficacy survey may be suitable for use with string chamber ensembles. Correlational findings provide partial support for the theorized link between efficacy belief and performance quality in chamber music settings, suggesting the importance for music educators to ensure that positive efficacy beliefs become well founded through quality instruction.
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Dissertations / Theses on the topic "Efficacy belief"

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Calongne, Lisa J. "Self-efficacy for employee participation: an exploratory investigation." Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/39145.

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This study explores self-efficacy as an explanation for individual differences in participation in a manufacturing organization with a structured participation program. Participation covers three distinct dimensions of behavior: (1) decision-making pertaining to tasks, (2) good citizenship in the form of extra effort and helping others, and (3) contributing to improvement in work processes. Self-efficacy refers to an individual's belief that he/she can successfully perform an activity in a specific situation. The project was based on an action research design in which the first phase examined the dimensionality of participation self-efficacy, the relationship between participation self-efficacy and actual ratings of participation, and the relationship between perceptions of situational factors and self-efficacy. Exploratory factor analysis found preliminary support for the three proposed dimensions of participation self-efficacy and also for a fourth communication dimension. Weak (e.g., r=.27) and non-significant correlations were found between self-efficacy and actual participation ratings. Situational factors were examined as perceptions of barriers which were proposed to be inversely related to self-efficacy. As expected, negative correlations (ranging from -.28 to -.45) were found between perceptions of situational factors and participation self-efficacy. Phase two of the project evaluated a critical thinking training program designed to increase employee participation. A Pre-test Post-test! Nonequivalent control group design was used to study the influence of training on learning self-efficacy and participation self-efficacy. ANOYA and ANCOVA found no significant differences in post-training self-efficacy between the trained group and the control group.
Ph. D.
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Chauke, Helani Elisa. "The influence of learning portfolios in learner self-efficacy belief / Helani Elisa Chauke." Thesis, North-West University, 2005. http://hdl.handle.net/10394/2411.

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Frontiera, Joe. "The relationship between leadership, efficacy belief, and performance among boys' high school basketball players." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4557.

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White, Victor Nollen. "The Use of the Expanded Health Belief Model (EHBM) To Evaluate Osteoporosis Attitudes, Knowledge, Beliefs and Self Efficacy of Nez Perce Tribal and Non Nez Perce Tribal Members in Nez Perce County, ID." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1199.

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AN ABSTRACT OF THE DISSERTATION OF VICTOR NOLLEN WHITE, for the Doctor of Philosophy degree in Health Education, presented On November 14, 2014, at Southern Illinois University Carbondale. Title: THE USE OF THE EXPANDED HEALTH BELIEF MODEL (EHBM) TO EVALAUTE OSTEOPOROSIS ATTITUDES, KNOWLEDGE, BELIEFS AND SELF-EFFICACY OF NEZ PERCE TRIBAL AND NON NEZ PERCE TRIBAL MEMBERS IN NEZ PERCE COUNTY, IDAHO. Major Professor: Dr. Dhitinut Ratnapradipa According to the State of Idaho, the National Osteoporosis Foundation, and the U.S. Department of Health and Human Services, osteoporosis is a public health concern nationally among non-Native American (NNA) and Native American (NA) populations. The purpose of this research project is to obtain written survey data on osteoporosis attitudes, knowledge, beliefs, and self-efficacy among male and female members of the Nez Perce Tribe (Nimiipuu) and non-Tribal members, aged 18 and over via voluntary completion of a written survey questionnaire based on the expanded health belief model (EHBM). The study was conducted in Nez Perce County, ID. The research involved determining whether or not there is a statistically significant difference in osteoporosis attitudes, knowledge, beliefs and self-efficacy among males and females, aged 18 and over Nez Perce Tribal members as compared to Non-Tribal members in Nez Perce County, ID. Non-Nez Perce tribal members are individuals whom are 1) Native Americans who are not members of the Nez Perce Tribe and 2) all Non-Native Americans in the research study. Exercise self-efficacy and gender seem to be the most significant variables showing evidence against the null hypotheses and in favor of the research hypothesis (Null Hypothesis: H0: Native American=Non-Native American. Research Hypothesis: H1: Native American ≠ Non-Native American). Age also shows evidence against the null hypothesis and in favor of the research hypothesis, but not as strongly as exercise and gender. Seriousness of osteoporosis was the most concern to all respondents and female Native Americans perceived the greatest barrier to preventing osteoporosis was being unable to access dietary calcium on a regular basis.
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Xu, Zhi Jin. "An Osteoporosis Intervention Program for Chinese Women--Knowledge, Self-Efficacy, and Intention." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214815.

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Public Health
Ph.D.
Osteoporosis is a disease of the bone and skeletal system which weakens bone structure and results in fractures. The disease has caused a heavy economic burden in the U.S., especially among Americans over the age of 50. According to The Surgeon General's report on bone health in 2004 (U.S. Department of Health and Human Service (USDHHS), 2004), an estimated 10 million Americans over age 50 have osteoporosis, and another 34 million have osteopenia and are at risk of osteoporosis. The projected cost directly associated with osteoporosis is $34.0 billion in 2005 and will rise to more than $41.4 billion in 2025 (Vanness & Tosteson, 2005). Osteoporosis also results in serious and often devastating health problems for affected individuals (Riggs & Melton, 1995) because of the fractures it causes. Riggs and Melton (1995) estimated that each year 1.5 million people suffer an osteoporosis-related fracture. Unlike genetic risk factors that can be nearly impossible to modify, living on a calcium-rich diet is a lifestyle choice. Effective intervention programs can be useful tools to educate people to adopt a calcium-rich diet. Studies have shown that a calcium-rich diet can increase bone mineral density and intervention programs can facilitate the process of the lifestyle change (Wong, Lau, E.M., Lau, W.W., & Lynn, 2004; Lv & Brown, 2011). However, effective intervention programs against osteoporosis are limited for minorities, and specifically, for elderly Chinese women. The prevalence of osteoporosis in Chinese women is high but the knowledge level is low (Babbar et al., 2006; Lau, Woo, Leung, Swaminathan, & Leung, 1992), which provides an opportunity for intervention. A community-based intervention program was designed based on the modified health belief model (HBM). Its content was specifically tailored to the cultural background and the characteristics of the Chinese women living in the Greater Philadelphia area, based on the findings from previous studies. The intervention program was implemented and its effectiveness was evaluated in a 2-group quasi-experimental study. The study recruited eight (8) Chinese community organizations and assigned them to receive either the intervention program or the control program according to the timing of their agreement to participate and the balance of total participants recruited for each study group at the time. A total of 102 Chinese women were enrolled from the three (3) organizations that were assigned to the Intervention Group and 90 from the five (5) organizations that were assigned to the Control Group. Participants in the Intervention Group received a 30-mintue education session delivered in Chinese (Mandarin). The education focused on the Health Belief Model constructs in the context of osteoporosis intervention. It provided information about osteoporosis, including the functions of the bones, prevalence and risk factors. It highlighted participants' susceptibility to osteoporosis, the consequences and severity of the disease, and targeted messages to increase self-efficacy and decrease barriers. The contents were tailored to the study population. The osteoporosis education was delivered in plain language to suit the population's low educational level and used examples relevant to their cultural background. Participants in the Control Group watched a 30-minute video about liver functions and hepatitis B transmission and prevention. The study tested three (3) primary hypotheses that, compared with the Control Group, the Intervention Group at post-intervention would have 1) a higher knowledge level of osteoporosis, 2) a higher self-efficacy for adopting a calcium-rich diet, and 3) a higher intention level to consume more calcium-rich food items. The data were collected at three time points: baseline, post-intervention, and three months after the intervention. The scores of knowledge level and self-efficacy were analyzed by mixed linear regression models with adjustment of the baseline variables and accounted for the correlations among the participants from the same site. The intention stage was analyzed by a multinomial logistic regression model with adjustment of baseline intention stage and the baseline variables. The results for the study were consistent with all three primary hypotheses. The intervention program increased the knowledge level of osteoporosis and perceived self-efficacy in the Intervention Group. At post-intervention, the differences between the two study groups was 0.17 (95% CI: 0.02, 0.32; p-value<0.037) for the knowledge scores, and 0.34 (95% CI: 0.12, 0.56; p-value<0.001) for the self-efficacy scores. The results also suggested that the intervention program moved the participants in the Intervention Group to higher intention stages. The odds ratio (Intervention/Control Group) of being at a higher intention stage was 3.29 (95% CI: 1.23, 8.82; p-value=0.016). The study showed that the community-based and culturally tailored intervention program designed for the elderly Chinese women was effective. It increased the osteoporosis knowledge level and self-efficacy for adopting a calcium-rich diet and moved participants to a higher intention stage of consuming more calcium-rich food items. Additionally, the study showed that more than 50% of the participants had low bone mass. In conclusion, this intervention program reached a hard-to-reach population of elderly Chinese women and provided public health professionals a useful tool to work with. The high provalance of low bone mass in this population provided the public health agencies useful information to aid their decisions on resource allocation.
Temple University--Theses
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Carlisle, Alexandra. "Examining the self-regulatory model in women with rheumatoid arthritis : relationships between illness representations, coping procedures, self-efficacy belief and outcomes." Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/1023/.

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Chan, Yung. "A study of changes in belief structures of preservice primary teachers involved in peer collaboration in science." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36666/1/36666_Digitised%20Thesis.pdf.

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The study aimed at investigating to what extent and in what ways a peer collaboration program based on constructivist views and hands-on activities affected the science teaching self-efficacy beliefs of a group of preservice primary teachers in a Hong Kong context. The beliefs concerning the students' perceptions of their capability to teach science were grounded in Bandura's social cognitive theory of behaviour and motivation. This theory predicts that given certain experiences in which individuals perceive themselves to be competent in undertaking a particular behaviour they will engage and persist in the behaviour even in the face of adversity. The peer collaborative learning was underpinned by a constructivist inspired teaching approach with different strategies such as preset questions, concept mapping, students designing experiments, and small group discussions. The research design included both quasi-experimental and interpretive methodologies, giving rise to a rich data set. 186 full-time preservice primary teachers completing a science content module offered by the Hong Kong Institute of Education participated in the study. The research employed a Chinese version of the widely used Science Teaching Efficacy Beliefs Instrument that was specifically modified and validated by the candidate. It was confirmed that preservice primary teachers' science teaching self-efficacy increased significantly after completion of the program. Notwithstanding this statistical finding, large variations in the magnitude, and direction, of the change in individuals' science teaching self-efficacy were documented. Interview and observational data were employed to explore why such variations occurred. Ten assertions based on the research findings are presented, and their implications for science teacher education and primary science teaching in Hong Kong are discussed.
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Ozkan, Sule. "A Thesis Submitted To The Graduate School Of Natural And Applied Sciences Of The Middle East Technical University." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1051010/index.pdf.

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This study aimed to explore the roles of students&
#8217
motivational beliefs (self-efficacy, intrinsic value, test anxiety) and learning styles on tenth grade students&
#8217
biology achievement. In this study Turkish version of the Motivated Strategies for Learning Questionnaire, Learning Style Inventory, and Biology Achievement Test were used as measuring instruments. Motivated Strategies for Learning Questionnaire was adapted into Turkish and pilot tested with 238 tenth grade students from two representative schools. The main study was conducted in 11 randomly selected schools throughout the Ç
ankaya and Yenimahalle districts of Ankara with a total of 980 tenth grade students in fall 2002-2003 semester. The data obtained from the administration of the measuring instruments were analyzed by using analyses of covariance (ANCOVA) and bivariate correlations. Results of the statistical analyses indicated that students&
#8217
learning styles had a significant effect on their biology achievement when students&
#8217
motivational beliefs were controlled. The most common learning style type was found to be assimilating for the subjects of this study. Moreover, the biology achievement test mean scores of assimilators were found to be higher than that of convergers, divergers, and accommodators. Bivariate correlations revealed low positive correlations between each of the three components of motivational belief and students&
#8217
biology achievement.
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Rogan, Ann I. "Negotiating a path to professional efficacy a narrative analysis of the experiences of four pre-service educators /." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06062005-091616/.

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Ede, David E. Jr. "Self-Care Confidence Predicts Less Depression in Heart Failure." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1624135356324155.

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Books on the topic "Efficacy belief"

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Mohan, Urmila. The Efficacy of Intimacy and Belief in Worldmaking Practices. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731.

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Deehan, James. The Science Teaching Efficacy Belief Instruments (STEBI A and B). Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42465-1.

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Johnston, Donna M. Teacher's levels of efficacy and belief systems in relation to student problem types. Ottawa: National Library of Canada, 1993.

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Frank, Pajares, and Urdan Timothy C, eds. Self-efficacy beliefs of adolescents. Greenwich, Conn: IAP - Information Age Pub., Inc., 2006.

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Brown, Bettina Lankard. Self-efficacy beliefs and career development. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1999.

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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. Self-efficacy beliefs and career development. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1999.

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Pictures making beliefs: A cognitive technological model for ritual efficacy. Durham, N.C: Carolina Academic Press, 2011.

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Wyatt, Mark, and Farahnaz Faez. Building the Self-Efficacy Beliefs of English Language Learners and Teachers. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003379300.

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Hays, Ron D. How generalizable are adolescents' beliefs about pro-drug pressures and resistance self-efficacy? Santa Monica, CA: Rand, 1990.

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The international ambitions of Mao and Nehru: National efficacy beliefs and the making of foreign policy. Cambridge: Cambridge University Press, 2011.

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Book chapters on the topic "Efficacy belief"

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Stump, Eleonore, and Norman Kretzmann. "4. God's Know ledge and Its Causal Efficacy." In The Rationality of Belief and the Plurality of Faith, 94–124. Ithaca, NY: Cornell University Press, 2019. http://dx.doi.org/10.7591/9781501744839-006.

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Romashko, Elena. "Intimate with the enemy." In The Efficacy of Intimacy and Belief in Worldmaking Practices, 143–59. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731-12.

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Anindita Utami, Lira. "Kokoro-dzukai as a practice of the heart in Japanese Islam and design." In The Efficacy of Intimacy and Belief in Worldmaking Practices, 124–40. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731-10.

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Mohan, Urmila. "Pause, pivot, and (un)mask in early pandemic U.S." In The Efficacy of Intimacy and Belief in Worldmaking Practices, 194–209. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731-15.

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Marotta, Steve. "What's solid about solidarity?" In The Efficacy of Intimacy and Belief in Worldmaking Practices, 160–75. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731-13.

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Rodrigues de Souza, Patrícia. "Praying through the hands." In The Efficacy of Intimacy and Belief in Worldmaking Practices, 42–57. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731-4.

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Bora, Simashree. "Rituals and riverine flows." In The Efficacy of Intimacy and Belief in Worldmaking Practices, 90–107. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731-8.

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Wellman, Rose. "Afterword." In The Efficacy of Intimacy and Belief in Worldmaking Practices, 210–15. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731-16.

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Nieber, Hanna. "Inexpressible reading." In The Efficacy of Intimacy and Belief in Worldmaking Practices, 27–41. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731-3.

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Rodgers, Susan. "Protective cloaks, enveloping baby carriers." In The Efficacy of Intimacy and Belief in Worldmaking Practices, 108–23. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003409731-9.

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Conference papers on the topic "Efficacy belief"

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Maffucci, Rosalba, Ambra Nicolai, Stefania Tartaglione, Maria Rosaria Gioia, Pasqualina Gaglione, Edoardo Grella, Giuseppina Ciarleglio, Raffaele Scala, and Andrea Bianco. "Self efficacy treatment: how health belief model can influence CPAP compliance in OSAS." In ERS International Congress 2019 abstracts. European Respiratory Society, 2019. http://dx.doi.org/10.1183/13993003.congress-2019.pa4157.

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Lee, Hye Rim, Eui Jun Jeong, and Joo Woo Kim. "Role of Internal Health Belief, Catharsis Seeking, and Self-Efficacy in Game Players' Aggression." In 2016 49th Hawaii International Conference on System Sciences (HICSS). IEEE, 2016. http://dx.doi.org/10.1109/hicss.2016.472.

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Canoy, Dhana A., and Denis Dyvee R. Errabo. "Early Childhood Pre-service Teachers’ Belief, Understanding, Self–efficacy, Intention and Conceptions of STEM." In IC4E 2022: 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3514262.3514348.

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Weerasinghe, W. A. Sakuni, and Sachini Akuretiya. "Impact of Health Beliefs on Covid-19 Related Preventative Health Behaviours and Coping Behaviours." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/qhwg9659.

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Non-adherence to health regulations during the Covid-19 pandemic has been associated with health beliefs. Thus the present study studies the impact of these health beliefs on preventative health behaviours and coping behaviours. The research followed an ex-post facto survey design and convenience sampling was used to recruit a sample of 100 Sri Lankans with chronic illnesses. Data collection was carried out online using Google forms. The multiple regression analyses reveals that the Health Belief Model was a significantly useful predictor explaining 53% of the variation in preventative health behaviours. The findings reveal no significant predictive relationships between the health beliefs of perceived susceptibility, perceived severity, and perceived benefits with preventative health behaviours. Perceived barriers are found to significantly and negatively predict preventative health behaviours. Perceived selfefficacy and cues to action are found to significantly and positively predict preventative health behaviours. Educational level and marital status moderate the relationship between self-efficacy, cues to action and preventative health behaviours. In fact, selfefficacy is positively and significantly correlated with adaptive coping but not significantly correlated with maladaptive coping behaviour. Overall, the findings highlight the utility of reducing barriers, enhancing self-efficacy, and promoting health literacy through education and provision of social support, especially spousal support, to foster adherence to preventative health behaviours. Keywords: Health Beliefs; Preventative Health Behaviour; Coping Behaviour; Covid-19
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Cinks, Ronalds, and Ivars Austers. "Success and Failure Effect on Self-Efficacy and Performance: An Experimental Study." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.08.

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There is much correlational research singing praises for the validity and importance of self-efficacy. As well most people believe that optimistic view of one’s capabilities would lead to higher performance. Some experimental research has cast doubt over the pervasive assumption that higher self-efficacy leads to higher performance. Specifically Control theory as opposed to the widespread Social Cognitive theory, argues that lower self-efficacy should result in higher performance. In this study we aimed to better understand the link between self-efficacy and performance, through both within and between individual comparison and to test whether a change in self-efficacy would lead to change in performance. To do this we carried out a single blind randomized between group experiment, where self-efficacy was manipulated with false feedback. The results showed that indeed self-efficacy shows a positive correlation with performance. Nevertheless, after the false feedback the positive and negative feedback groups did not differ in their performance on the second trial. In addition, the initial self-efficacy was significantly higher than any of the later self-efficacy measurements and higher than the actual performance on both occasions, but all the other self-efficacy measurements where not different from the actual performance scores. From the results it seems that self-efficacy is more of an ability to predict one’s performance rather than a belief in one’s capabilities. Since the randomization allowed to assume that both group’s capabilities are the same, a decrease in self-efficacy did not affect performance. It could be that the overall positive correlation of self-efficacy and performance found in most correlational research is due to the confounding of actual capabilities. Actual capabilities being the cause of higher self-efficacy and higher performance. At least this seems to be true for simple fine motor tasks.
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Indriani, Frida, Pawito Pawito, and Eti Poncorini Pamungkasari. "Factors Affecting Healthy Behavior among Primary School Children: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.63.

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Background: Schools can be an effective institution for developing healthy practices in children. Children in primary schooling age can learn and get used to specific healthy behaviors, such as washing hands, brushing teeth, eating vegetables, etc. This study aimed to determine factors affecting healthy behavior among primary school children using Helth Belief Model. Subjects and Method: A cross-sectional study was conducted at 25 primary schools in Nganjuk, East Java, from August to December 2019. A sample of 200 primary school students aged 6-12 years was selected by stratified random sampling. The dependent variable was healthy behavior. The independent variables were perceived susceptibility, perceived seriousness, perceived benefit, cues to action, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple linear regression run on Stata 13. Results: Healthy behavior in primary school students was improved by high perceived susceptibility (b= 1.11; 95% CI= 0.36 to 1.85; p= 0.004), high perceived seriousness (b= 0.66; 95% CI= -0.06 to 1.38; p= 0.075), strong perceived benefit (b= 0.64; 95% CI= -0.86 to 1.36; p= 0.084), cues to action (b= 0.98; 95% CI= 0.26 to 1.71; p= 0.008), and strong self-efficacy (b= 1.4; 95% CI= 0.74 to 2.20; p<0.001). Conclusion: Healthy behavior in primary school students is improved by high perceived susceptibility, high perceived seriousness, strong perceived benefit, cues to action, and strong self-efficacy. Keywords: clean and healthy behavior, health belief model Correspondence: Frida Indriani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: nersfrida15@gmail.com. Mobile: 082226327646 DOI: https://doi.org/10.26911/the7thicph.02.63
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Sudrajad, Kiyat, RB Soemanto RB. Soemanto, and Hanung Prasetya. "The Effect of Bullying on Depression in Adolescents in Surakarta: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the6thicph.02.56.

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Background: Depression is common among adolescents that have been victims of bullying at school or through social media. However, numerous cases of bullying are never reported. Several studies have shown that suicidal ideation is associated with depression in adolescents with bullying. The purpose of this study was to examine the effect of bullying on depression in adolescents in Surakarta using Health Belief Model. Subjects and Method: A cross sectional study was carried out in Surakarta, Central Java, in December 2019. A sample of 250 adolescents was selected for this study randomly. The dependent variable was depression. The independent variables were bullying, perceived susceptibility, perceived severity, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple logistic regression. Results: Depression increased with bullying (OR= 3.5; 95% CI= 1.70 to 7.25; p= 0.001), strong perceived susceptibility (OR= 2.86; 95% CI= 1.32 to 6.19; p= 0.008), strong perceived severity (OR= 2.65; 95% CI= 1.20 to 5.88; p= 0.016), and weak self-efficacy (OR= 5.26; 95% CI= 2.49 to 11.09; p<0.001). Conclusion: Depression increases with bullying, strong perceived susceptibility, strong perceived severity, and weak self-efficacy. Keywords: bullying, depression, health belief model Correspondence: Kiyat Sudrajad. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36 A, Surakarta 57126, Central Java. Email: kiyatrambo@gmail.com. Mobile: +6285647116834. DOI: https://doi.org/10.26911/the6thicph.02.56
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Ilmiah, Widia Shofa, Mochammad Bagus Qomaruddin, Selvi Ulva Aisah Nurhadi Putri, and Nova Iswardani. "Belief, Self-Efficacy and Other Predictors of Adherence to ART Among Women Living with HIV." In The 2nd International Symposium of Public Health. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007518506100616.

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Tae, Lidwina Felisima, Zulmi Ramdani, Galih Albara Shidiq, Silmi Amrullah, and Bagus Hary Prakoso. "THE ADAPTATION OF LANGUAGE AND CULTURE FOR SCIENCE TEACHING EFFICACY BELIEF INSTRUMENT (STEBI) IN INDONESIAN CONTEXT." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.203.

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Kettler, Todd. "Creativity Belief Bias Among Educators: The Influence of Fixed Creative Mind-Set and Creative Self-Efficacy." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578865.

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Reports on the topic "Efficacy belief"

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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