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Dissertations / Theses on the topic 'Perceived efficacy and self-efficacy'

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Published: 4 June 2021
Last updated: 11 February 2022

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1

Gay, Mary Jo Krantz Steven R. "Perceived self-efficacy in parenting and parental nurture." Diss., UMK access, 2006.

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Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2006.
"A dissertation in nursing." Advisor: Steven R. Krantz. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 30, 2007. Includes bibliographical references (leaves 157-174). Online version of the print edition.
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2

Herron, Holly Lynn. "Paramedic Students' Perceived Self-Efficacy at Airway Management." Otterbein University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1399291921.

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3

Lambden, Mary Pat. "The mediational role of working mother perceived self-efficacy /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008375.

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4

Shirling-Rooke, Katherine. "Addiction beliefs and perceived self-efficacy in problem drinkers." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/31202.

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The current study aimed to investigate the addiction beliefs and perceived self-efficacy of clients with problematic drinking at the point of entry into a specialist alcohol treatment service. The study recruited 41 participants (25 men and 16 women) and utilised an independent samples design with correlational measures. Participants completed two self-report questionnaires: the Addition Belief Scale (Schaler, 1995) and the Alcohol Abstinence Self Efficacy Scale (DiClemente et al., 1994). No evidence of gender differences in addiction beliefs was found in the current study. Female clients had significantly stronger perceived self-efficacy in their overall ability to abstain from drinking in high risk situations, particularly situations concerning 'withdrawal and urges'. There was no evidence that contact with services such as hospital detoxification, Alcoholics Anonymous or a specialist alcohol treatment service affected clients' addiction beliefs or perceived self-efficacy. The effect of drinking patterns was also investigated and clients who were currently abstinent were found to have a significantly stronger belief in their ability to abstain. No relationship was found between addiction beliefs and perceived self-efficacy. Explanations for the current finding were supported with evidence of a possible convergence in both drinking behaviour and addiction beliefs across the sexes. It was suggested that a number of other influences may shape addiction beliefs including the beliefs of family members and significant others. As addiction beliefs were not found to be related to self-efficacy it was concluded that staff in treatment services should work within the framework of addiction which appears to have resonance for the client. Other implications for clinical practice were identified including promoting professional awareness of female problem drinkers and the benefits of assessing addiction beliefs and self-efficacy prior to intervention were considered. The limitations of the study were discussed along with suggestions for future research to investigate the possible effect of staff and client addiction beliefs on the therapeutic alliance and treatment outcome.
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5

Grabowski, Lorie Jean Schabo. "Welfare participation and perceived self-efficacy : structure, agency, and the self-concept /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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6

Dunn, Allison B. "Influence of perceived self-efficacy on treatment outcomes for aphasia." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000583.

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7

Krueger, Norris Farwell Jr. "Antecedents of opportunity recognition : the role of perceived self-efficacy." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298920664.

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8

Krueger, Norris Farwell. "Antecedents of opportunity recognition : the role of perceived self-efficacy /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487675687172229.

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9

Prince, Coryn Elizabeth. "The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157537/.

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This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using purposive and convenience sampling. Ten teachers and two principals on two different campuses participated in teacher focus groups and one-on-one principal interviews, respectively. The available literature on the topics of professional development, professional learning, teacher collaboration, and teacher self-efficacy yielded the discovery that collaborative practices can be used to improve a school and/or district or used to enhance positive practices that already occur. This study adds to the body of research as it develops the area of teacher efficacy and influence of PLCs. Using the coding software, NVivo, focus group data were coded into themes and further comparisons were made with categories derived and saturated until conclusions were drawn. The data show teacher self-efficacy increases as a result of PLCs when teachers are able to experience positive feedback from teammates, shared leadership, trust and honesty, and a freedom to fail. For those teachers who are not on a campus where PLCs are present, the data suggest they created their own PLCs as the need arose. These teachers experienced all of the same benefits of those teachers on a campus where a formal PLC structure exited; however, their stress level was higher.
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10

Tozzo-Lyles, Teresa A. "Relationships between temperament type and perceived self-efficacy among informal caregivers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0016460.

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11

Schlapkohl, Wayne Henry. "The effects of guided imagery exercises on perceived academic self-efficacy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq58611.pdf.

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12

Baker-Rush, Meredith Lynn. "Self-Efficacy, Perceived Skills, and Real Knowledge of Speech-Language Pathologists." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3083.

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Although speech language pathologists' (SLPs) knowledge of communication and swallowing has been undisputed, their knowledge and skills related to tracheostomy and mechanical ventilation (MV) seem varied. The consequences associated with the presence of tracheostomy or MV demonstrate the necessity of training. Guided by Bandura's social cognitive theory, this study was designed to determine if SLPs' training influenced self-efficacy and real knowledge, and to evaluate trends associated with SLPs' pursuit of specialized training. A total of 236 SLPs practicing in the United States responded to a researcher-developed knowledge and confidence test for tracheostomy and mechanical ventilation (KCT-TMV). Data were analyzed via ttest, one-way ANOVA with post hocs, regressions, and correlations. Knowledge scores of SLPs were low as identified by responses on the KCT-TMV. SLPs reported confidence and high self-efficacy, yet those ratings did not correlate with high levels of knowledge. Therefore, some SLPs may not recognize they lack knowledge/competency. A lack of competency in continued practice is a violation of the Rules and Code of Ethics of the American Speech Language Hearing Association as well as nonmaleficence. Trends related to the pursuit of training were focal to a lack of resources from employers and inconsistencies in healthcare practice. These results may bring positive social change to the training of SLPs. By doing so, the social impact may result in improved patient care and patient health outcomes for the tracheostomized and MV patient populations.
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13

Albert, Nancy M. "PREDICTORS OF PERCEIVED DIET SELF-EFFICACY IN PATIENTS WITH HEART FAILURE." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1120753474.

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14

Walker, N. Robrina. "Understanding Self-Efficacy for Alcohol Use: The Roles of Self-Monitoring and Hypothesized Source Variables." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/33136.

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Self-efficacy for avoiding alcohol use predicts alcohol use after treatment. However, self-efficacy predicts outcome differentially depending on whether ratings are made before or after treatment. In order to increase the predictive validity of self-efficacy judgments, the hypothesized sources of self-efficacy were examined in the current study utilizing a college student population. Self-efficacy ratings for avoiding heavy drinking before and after self-monitoring of drinking behavior were examined in order to understand whether careful examination of current behavior would result in more informed self-efficacy judgments. Participants (N = 135) completed questionnaires that assessed self-efficacy, drinking behaviors, alcohol expectancies, and perceived normative alcohol use. Participants were assigned to either the control or self-monitoring condition. Self-monitors recorded drinking behaviors during the four weeks after the baseline assessment. All participants returned for a follow-up assessment four weeks later. Consistent with predictions based on social cognitive theory, heavy drinking, positive alcohol expectancies, and perceived norms of use were inversely related to self-efficacy. Hierarchical multiple regression analyses indicated that self-monitoring did not lead to stronger relationships between source variables and self-efficacy. Individuals who appeared to be overconfident in their self-efficacy judgments at baseline did not make more accurate ratings as a result of self-monitoring. Results from this study highlight potential sources of information individuals use in making self-efficacy judgments.
Master of Science
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15

Greene, Dorothy, Mary Mullins, Paul Baggett, and Donna Cherry. "Self-Care for Helping Professionals: Students' Perceived Stress, Coping Self-Efficacy, and Subjective Experiences." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7646.

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Little has been published regarding BSW students' perceived stress, coping self-efficacy, and self-care. A preexperimental study, with one qualitative question, was used to determine the effects of a self-care course on students' perceived stress scores (PSS), coping self-efficacy scores (CSES), and subjective experiences. Nineteen undergraduate students participated. Mean age of participants was 25, 90% were female, and most were Caucasian. The average CSES was 161.42 (SD=41.57) at pretest and 180.72 (SD=34.97) at posttest. A statistically significant difference in mean scores was found (t=−2.109, p=.05). The average PSS was 17.58 (SD=8.50) at pretest and 14.83 (SD=5.607) at posttest. Students' subjective experiences with the course were positive, and 79% noted that their understanding of self-care changed. Despite the small sample and lack of diversity, the study's contribution is noteworthy. To the authors' knowledge, this is the first study to examine the impact of a 3-credit course on self-care for BSW students.
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16

Lee, Sanguk. "A cross-cultural investigation of individual versus group-based fear appeals: Effects of culturally-tailored threat and self-efficacy on perceived threat, perceived self-efficacy, and behavioral intention." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1500660989364982.

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17

Perez, Rivera Alina Susana. "Dietetic Preceptors’ Perceived Knowledge and Self-Efficacy Toward the Nutrition Care Process." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338332456.

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18

Smith, J. K. "Women in construction management : an examination of self-efficacy and perceived barriers /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962553.

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19

Caldwell, Elizabeth A. "TYPICAL PEERS’ PERCEIVED SELF-EFFICACY TOWARDS INCLUDING STUDENTS WITH AUTISM SPECTRUM DISORDER." UKnowledge, 2019. https://uknowledge.uky.edu/edp_etds/84.

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One in 59 children is identified as having an Autism spectrum disorder (ASD). The Individuals with Disabilities Education Act (IDEA) mandates that students with disabilities be educated in the general education setting with typical peers to the maximum extent possible. This practice of inclusion has led to increased social-isolation and peer rejection among students with ASD. Research suggests inclusion alone without implementing peer intervention training is ineffective in fostering positive interactions between students with ASD and their typical peers. Therefore, the purpose of this study is to contribute to the literature by evaluating a peer educational intervention designed to promote positive peer relations among students with ASD, as well as, examine the effects of a peer educational intervention on typical peers’ perceived level of self-efficacy in interacting with students with ASD.
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20

Babatunde, Adebimpe Yetunde. "Perceived Self-Efficacy and Dispositional Optimism in Leaders' Behavioral Escalation of Commitment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2200.

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Escalation of commitment is an individual's persistent behavior at sustaining commitment to an original decision or course of action. Although researchers have found that personality impacts escalation of commitment behavior, this study addressed a gap in escalation of commitment behavior regarding personality in higher education, which has consistently been ignored. Building on the self-justification theory, this study was an investigation of (a) whether perceived self-efficacy and dispositional optimism individually predicted escalation of commitment behavior; and (b) whether perceived self-efficacy and dispositional optimism jointly predicted escalation of commitment behavior after controlling for age, gender, ethnicity, socioeconomic status, and tenure. Hierarchical regression was performed using a sample of 76 participants from a community college in Minnesota. Results suggested that only perceived self-efficacy will predict leaders' escalation of commitment behavior and not dispositional optimism. The result of this study has implications for positive social change by aiding effective leadership decision making, enabling better screening and recruiting process, and allowing organizations to develop specific training and intervention programs that will help educational leaders utilize their positive attributes appropriately.
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21

Wargo, Alisa Ann. "The Relationship of Students' Perceived Levels of Self-Efficacy and Language Development." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3127.

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The problem addressed by this study was the relationship created by mandated English language curricula and state standardized tests and students' perceived levels of self-efficacy. Vygotsky's theories on thought and language development and Bandura's theories on self-efficacy were used as a theoretical lens for this study. The research question concerned the relationships between students' perceived levels of self-efficacy, gender, age, and grade point average (GPA) and language development when learning within a standards-based test-driven environment. The ELA portion of the State High School Exit Exam (SHEE) generated language development scores. The General Self Efficacy (GSE) scale was the survey instrument used for this study. The GSE is a 10-item scale, and each item is ranked on a 4-point scale (1-Not at All True, 4- Exactly True). The scores for each item are then added together for a total score between 10-40. Cumulative GPA, student age, gender, and language proficiency scores from the ELA portion of the SHEE were used as variables in this study. Language proficiency scores were used as a progress indicator for students' language development. Language proficiency (ELA SHEE scores) was measured an interval scale between 275-450 (350 = passing, 382 = proficient, 405 = advanced). A multiway ANOVA was conducted. According to study results, there was not a statistically significant relationship between students' perceived levels of self-efficacy, gender, age, and GPA and language development when learning within a standards-based test-driven environment. There are aspects of recent curriculum trends that seem to be helping students reach state proficiency goals while also building personal levels of self-efficacy.
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22

Sime-Cummins, Pamela. "Perceived Self-Efficacy of Secondary General Education Teachers in the Inclusion Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/765.

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Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when instructing in the inclusion setting compared with the traditional setting, and whether an association exists linking prior experience and organizational support in the form of PD with TSE. Bandura's social cognitive theory framed this study. A sample of 99 secondary general education teachers completed a 3-part online survey including the TSES and TSES-Learning Disabilities (LD) scales measuring self-efficacy in the traditional and inclusion settings, and demographic questions that served as potential predictors of self-efficacy. Correlated t tests and partial correlations were used to test for differences in perceived TSE across the inclusion and traditional settings and to test whether demographic factors were associated with TSE. Teachers perceived themselves as less efficacious in the inclusion setting when compared to instructing general education students in a traditional classroom, and setting-specific training was the greatest predictor of TSE. An inclusion PD program was created focusing on strategies for teaching students with disabilities in the inclusion setting. This endeavor may advance positive social change by increasing teacher self-efficacy and ultimately student achievement.
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23

Charlton, Angela L. "School Counselors' Perceived Self-Efficacy for Addressing Bullying in the Elementary School Setting." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26828.

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Bullying is a major issue facing school systems today. It is important to explore the extent to which school counselors feel confident in providing interventions to address bullying. This research study is designed to fill a gap in the current school counseling literature regarding our understanding of school counselorsâ self-efficacy to address bullying in elementary schools. The following research questions will guide the study: 1. What is the elementary school counselorâ s perceived self-efficacy for providing bullying interventions in an elementary school setting, as measured by the Counselor Self-Efficacy and Bullying Interventions Scale (CSBI)? 2. What is the elementary school counselorâ s perceived self-efficacy regarding his or her counseling skills as measured by the Counseling Self-Estimate Inventory (COSE)? 3. To what extent are (a) years of experience in the field, (b) years of training, (c) bullying-intervention training in graduate school, and (d) participation in professional development activities and/or in-services predictive of a counselorâ s self-efficacy for providing bullying interventions? Responses from 126 elementary school counselors employed at a large suburban school district in the Mid-Atlantic region were used to explore overall counselor self-efficacy and counselor self-efficacy related to bullying interventions. The Counseling Self-Estimate Inventory (COSE; Larson et al., 1992), and Counselor Self-Efficacy and Bullying Interventions Scale(CSBI adapted from King et al., 1999) were the instruments used to answer the research questions. Participants reported a high (M =185) overall self-efficacy as well as a high (M =71.2) selfâ efficacy for providing bullying interventions. However, only one variable, years of experience, was found to significantly predict efficacy expectations (B = 0.25, p <.01) and outcome values (B = 0.21, p <.05); none of the variables were found to significantly predict outcome expectations (r-squared=0.06, n.s).
Ph. D.
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Burge, Howard Benjamin. "High School Students' Participation in Fine Arts Programs and Perceived Leadership Self-Efficacy." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/254.

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Research suggests that participation in fine arts programs may enhance the development of leadership skills in student populations; however, few studies have examined the unique association between fine arts students and the development of their leadership self-efficacy skills. Lambert's theory of constructive leadership formed the theoretical framework for this quantitative study. The 3 research questions asked whether there is a significant relationship between (a) the number of programs and self-reported leadership self-efficacy, (b) the type of programs and the self-reported leadership self-efficacy, and (c) the quality of programs and the self-reported leadership self-efficacy. The sample included 103 high school students who participated in fine arts programs while attending a high school in Mississippi. Data were collected employing a quantitative questionnaire survey based on the Civic Action and the Life Skills Scales. The study used correlational research design and employed hierarchical multiple linear regression to address the research questions. The results indicated that participation in fine arts programs built participants' competencies specific to leadership. Results also showed that the perceived quality of programs was significantly associated with increased self-reported leadership self-efficacy. These results suggest that participation in quality fine arts programs can positively affect students' leadership development. Effective student leadership may facilitate positive social change starting on the school level. Student leaders with appropriate training and guidance may be able to use their position to help their schools and organizations to function at a greater capacity and evoke positive social change through collaboration from teachers, administrators, and other students.
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25

Hynes, Elizabeth. "Learning needs and perceived self-efficacy of patients with chronic low back pain." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25851.pdf.

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26

Preece, Krystle Kuzia. "Relations Among Classroom Support, Academic Self-Efficacy, and Perceived Stress During Early Adolescence." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3295.

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The purpose of this study was to gain insight into the relations between support, academic self-efficacy, and stress during the transition into middle school. Research suggests that early adolescents experience an increase in stress across the middle school transition (e.g., Chung, et al., 1998), due to a mismatch between the individuals' developmental needs and the environment (Eccles et al., 1993). Stress has been found to be a risk factor for mental health disorders among adolescents (Grant et al., 2003). The current study examined if teacher and classmate support and academic self-efficacy served as external and internal resources for buffering stress by analyzing data from 142 young adolescents from an economically and racially diverse longitudinal sample. The current study examined: (a) the relations between support from teachers and classmates, academic self-efficacy, and stress; (b) patterns of change across the middle school transition; (c) the extent to which support from teachers and classmates is associated with stress in fifth and sixth grades; (d) the extent to which academic self-efficacy moderated the relation between support and stress, and (e) whether there were group differences (i.e., gender, race, and/or gender x race). Teacher support was negatively associated with perceived stress during sixth grade, while classmate support was a not significant correlate. There was not significant change over time in any of the key variables (i.e., teacher and classmate support, academic self-efficacy, and perceived stress). Regression results indicated that teacher and classmate support served different roles as academic self-efficacy moderated the relations between classroom support and perceived stress among fifth grade students. Teacher support was negatively related to perceived stress among sixth grade students. The only group difference found was that female sixth grade students reported higher levels of teacher support than male students did. Implications for school psychologists and future directions for research are also addressed.
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Mitcham-Smith, Michelle. "RELATIONSHIPS AMONG SCHOOL COUNSELOR SELF-EFFICACY, PERCEIVED SCHOOL COUNSELOR ROLE, AND ACTUAL PRACTICE." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4320.

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ABSTRACT The purpose of this study was to investigate the relationships that exist among school counselor self-efficacy, perceptions of the professional school counselor's role held by counselors, and actual practice. Data were collected from 192 professional school counselors that attended a statewide counselor conference. Professional school counselors responded to two researcher-designed surveys; the first was a 14-item demographic survey; the second, a 20-item by four-question survey for a total of 80 responses. A Multiple Regression Analysis was used to ascertain what relationships existed between school counselor self-efficacy, school counselor perceived role, and actual practice. The questionnaire listed 20 different counselor and non-counselor roles, and four questions were asked of each role, to determine the degree to which school counselors identified with various roles, degree of self-efficacy in performing those roles, and how often they performed specific roles; the actual practice, and the degree to which professional development would enhance their performances in designated roles. Results indicated that there was a positive relationship between school counselors' experiencing higher self-efficacy and the actual practice in their perceived school counselor roles. As self-efficacy increased, their performance in various roles increased as well. Recommendations were made for preparation and practice of school counselors in counselor education programs. Additionally, suggestions were made for increased collaboration between counselor education programs and the school counseling programs in local schools to promote more integration of theory into practice. Furthermore, recommendations were offered for school principals and directors of school counseling programs to better utilize the expertise of professional school counselors in the school system.
Ph.D.
Department of Child, Family and Community Sciences
Education
Counselor Education
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28

Garrin, Joshua M. "Inspiring Change: Exercise Self-Efficacy, Dispositional Optimism, and Perceived Stress in College Seniors." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/111.

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Prohealth competencies, positive outcome expectancies, and adaptive stress appraisals have profound implications for the real-world transition of college seniors—a population for which engagement in physical activity reflects a preeminent concern. Prior studies on exercise self-efficacy (ESE), dispositional optimism (DO), perceived stress (PS), and physical activity have yielded inconclusive evidence of the emergent psychosocial challenges encountered during the final year of the college experience. Using a triadic framework of self-efficacy, attribution, and cognitive appraisal theories, this crosssectional, quantitative study was conducted using a web survey to examine (a) the impact of physical activity level on ESE, DO, and PS; (b) the relationships that exist between ESE, DO, and PS; and (c) whether DO, PS, and sex predict ESE in a sample of 138 college seniors. The Barriers Self-Efficacy Scale, Revised Life Orientation Test, Perceived Stress Scale, and Stages of Exercise Change Questionnaire were used to assess the respective lines of inquiry. Between-groups analysis of variance, correlation, and standard multiple regression analyses were conducted to test each respective hypothesis. Results indicated (a) significant mean differences in ESE, DO, and PS for exercise maintainers; (b) large intercorrelations among ESE, DO, and PS; and (c) PS as the most significant correlate and the strongest predictor of ESE. Findings can be used to frame the college years as a transformative experience for indoctrinating the competency beliefs that underpin leadership potentials, internalizing perceived controllability over objectives, and engendering challenge-approach orientations—prerequisites for real-world adaptation and potential building blocks for positive social change.
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Peracchio, Anthony Stephen. "Training with Virtual Reality: The Role of Self-Efficacy and Perceived Spatial Ability." Xavier University Psychology / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xupsy1593428888934927.

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30

Bell, Kenneth W. "The Relationship Between Perceived Physical Competence and the Physical Activity Patterns of Fifth and Seventh Grade Children." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30625.

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This study examined the relationship between the perceptions of physical competence and patterns of physical activity of 83 5th and 7th grade children in one school in rural southwest Virginia. Gender and grade level differences in perceptions of competence and physical activity patterns were also investigated. The Perceived Physical Competence Subscale for Children (PPCSC) (Harter, 1982) was modified to measure children's perceptions of physical competence (26 self-efficacy questions). Children's patterns of physical activity were measured by a modification to Sallis & McKenzie's Self Administered Physical Activity Checklist (SAPAC). Each item on the PPCSC was matched with an activity on the SAPAC scale. Modifications to both scales were made as a result of pilot testing performed with the sample population.A significant positive linear relationship was found between children's perceptions of competence and their amount of physical activity. Significant positive correlations were also found for a number of self-efficacy measures and the amount of time children chose to engage in these specific activities. Significant gender differences were found between boys and girls in overall perceptions of competence, as well as in a number of self-efficacy measures. Boys were typically higher is self-efficacy on most physical activities with the exception of gymnastics, dance, and jump rope. The 7th grade boys had the highest perceptions of competence, while 7th grade girls were the lowest of all four groups. These perceptions of competence were reflected in whether children chose to participate in an activity or not. Children generally chose to engage in activities that they perceived themselves competent . There also appear to be very powerful socio-cultural influences on the types of activities that boys and girls choose (Lirgg, 1992). Girls were significantly more active in health enhancing lifetime physical activities such as walking, jogging, and bicycling, and chose activities of a lower intensity level than boys. Contrary to the literature, this study found no significant differences in the total amount of physical activity between boys and girls. It was hypothesized that the rural setting in which this study was conducted may have influenced this outcome. No significant differences were found between grades in perceptions of competence or physical activity time.
Ph. D.
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31

Jellison, Vickie. "High School Counselors’ Perceived Self-Efficacy and Relationships With Actual and Preferred Job Activities." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1368027511.

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32

Evans, G. A. "Causal explanation, social class and perceived efficacy." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235066.

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33

Campbell, Lori. "Fathers’ Perceived Self-Efficacy in Talking to Their Children About Child Sexual Abuse Prevention." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7612.

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The research problem for this study was fathers’ low participation in child sexual abuse (CSA) prevention with their children. The purpose of this study was to explore how fathers perceive their self-efficacy in talking to their children about CSA prevention. Bandura’s self-efficacy concept, which is a part of social cognitive theory, was used as the theoretical foundation for this study. The primary research question addressed fathers’ perceptions of their self-efficacy in discussing CSA prevention with their children. The secondary research question addressed what fathers think could be affecting their comfort level in talking to their children about CSA prevention. A generic qualitative design was used to address these research questions. Fathers of children between the ages of 7 years and 13 years were included in this study. The participants were interviewed via telephone. Data were analyzed using a 12-step process to performing an inductive analysis on qualitative data. The findings from this study showed that 90% of the participants talked to their children about CSA prevention, even though some of them expressed doubt about their efficacy and competency in having the discussion. Participants stated that they wanted easily accessible resources to increase their efficacy and gave suggestions on how to make the resources available. This study has important social implications because increasing fathers’ self-efficacy in talking to their children about CSA prevention could lead to the increased protection of children in their environment. Increasing the protection of children could contribute to fewer cases of CSA.
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Pagani, Linda. "The effects of divorce on perceived self-efficacy and behavior in elementary school children /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60593.

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This study investigates the influence of family configuration and environment on children's adjustment. Half of the seventy-six elementary school age participants were from families where separation and divorce had occurred, and the remaining children were from intact families. Children's self-efficacy was assessed using the Harter Self Perception Profile (Harter, 1985). Parental perceptions of children's behavior and specific family environmental characteristics were obtained by employing the Child Behavior Checklist (Achenbach & Edelbrock, 1983), Family Environment Scale (Moos & Moos, 1986) and Overt-Hostility Scale (O'Leary & Porter, 1980). Children from homes where parental divorce had previously occurred were compared to children from intact families in terms of self-efficacy and behavior. Children from divorced homes demonstrated lower levels of perceived self-efficacy in cognitive and behavioral domains. No differences in parental perceptions of children's total behavior problems between groups were found. Comparative differences in family social climate characteristics of cohesion, control, and active-recreational orientation were found in divorced versus intact families.
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Barlow, Julie Helen. "Perceived control, self-efficacy and outcome expectations in the context of a chronic disease." Thesis, Coventry University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357922.

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Fagan, Breanne Birch Leann L. "Relations between first time mothers' perceived parenting self-efficacy, infant fussing, and nighttime sleep." [University Park, Pa.] : Pennsylvania State University, 2009. http://honors.libraries.psu.edu/theses/approved/WorldWideIndex/EHT-3/index.html.

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Khan, M. A. "Perceived injustice and its impact on job outcomes : role of jealousy and self-efficacy." Thesis, University of Salford, 2018. http://usir.salford.ac.uk/48769/.

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Organizational injustice remains a matter of great concern due to its adverse effects on job outcomes. Extant research devoted much attention to investigate how perceptions of injustice impact employee attitudes and behaviours, but mostly through cognitive lens. However, examining the role of emotions between injustice and job outcome relationship remained a neglected area. More importantly, most of justice research has been conducted in western social context, giving rise to suspicions about validity of earlier research findings outside the social conditions of west. Therefore, this research seeks to test the validity of earlier research findings in justice-outcome relationships in the socio-cultural context of Pakistan i.e., outside the social conditions of west. It also investigates the unexplored mediating role of commonly experienced negative emotion of jealousy between the relationship of three injustice dimensions and job outcomes such as workplace deviance, turnover intentions and job performance. This study also explores the moderating role of self-efficacy in regulating the deleterious effects of jealousy on job outcomes relationships. This study surveyed 388 employees of a leading banking organization in Pakistan while using data from multiple sources to address the issue of common method variance. Using PLS-SEM, the findings of this study support majority of our hypotheses. The results of study show the validity of earlier research findings regarding injustice-job outcomes relationships and suggest importance role of distributive and interactional injustice in negatively influencing job outcomes such as workplace deviance, turnover intentions and job performance, whereas procedural injustice was found to negatively impact only job performance. The results of this research also show that jealousy can mediate the negative impact of distributive and interactional injustice on job outcomes such as workplace deviance, turnover intentions and job performance, but jealousy was not found to have a mediating role between procedural injustice-job outcome relationship such as workplace deviance, turnover intentions and job performance. The findings also demonstrate that self-efficacy can help in regulating the negative effects of jealousy on employee job performance, although self-efficacy is found to have a moderating role in regulating the effects of jealousy on workplace deviance with low to medium levels of jealousy experience. The research makes several important contributions to the justice literature: first, this study tests the validity of extant research findings regarding injustice-job outcomes relationships in the socio-cultural context of Pakistan; second, this study makes first empirical investigation of how and when jealousy explicates the effects of injustice perceptions on key job outcomes; third, it suggests a mechanism to regulate the deleterious effects of jealousy on key job outcomes. The findings are finally concluded with reference to their theoretical and managerial implications.
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Frost, Megan M. "A sterotype threat intervention that examines casual attributions, self-efficacy, and perceived faculty support /." View online ; access limited to URI, 2009. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3367991.

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Wolfersberger-Melcher, Deborah Rae. "Children's self-efficacy and perceived problem-solving skills, an investigation of parental communication styles." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2164.

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A number of studies have investigated the factors that lead to peer acceptance in children. Particularly, the problem-solving skills of accepted and unaccepted children have been examined, with differences being substantiated. The present study investigated the possibility that problem-solving skill differences may be attributed to varying self-efficacy levels in children. Further, the communication styles of parents of high vs. low self-efficacy children were examined by observing parent/child interactions in a problem-solving situation. The results indicated that children did not differ in their ability to identify effective solutions to problems; rather, they did differ in their perceived ability to engage in effective solutions, with high self-efficacy children choosing more appropriate solutions as those that they would actually enact. Low self-efficacy children, on the other hand, chose less appropriate solutions as those that they would engage in. Finally, it was discovered that parents of high self-efficacy children utilized more positive types of messages (praise and modeling) than did those parents of low self-efficacy children. Low self-efficacy children had parents who utilized more controlling and negative types of communication styles. This study supports the motion that parents may be a significant contributing factor in the development of their child’s self-efficacy, which in turn affects the social problem-solving skills of children.
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Glover, Liesl Lin. "Clinician Trainees Physiological Reactivity, Perceived Stress, and Self-Efficacy In Response to Client Suicidality." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1414154478.

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Dutton, Shari R. "Change in Perceived Teacher Self-Efficacy of Agricultural Educators After a Greenhouse Management Workshop." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/21.

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Agricultural educators encounter unique teaching challenges as they teach applications of plant production in the greenhouse classroom. The teacher self-efficacy construct has been used broadly to link student learning outcomes to teachers' beliefs in their ability to attain certain instructional goals in the classroom. Few studies have used this construct to examine teacher-efficacy in the greenhouse classroom. This study uses the teacher self-efficacy construct within the agricultural educator domain. It seeks to measure change in agricultural educator self-efficacy beliefs using established self-efficacy scales to determine if a professional development experience in greenhouse operation and management effects educator beliefs in their ability to teach in the greenhouse classroom.
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Ström, Isabella, and Camilla Breberg. "Stress och dess r­elation till kön, akademisk self-efficacy, copingstrategier och fysisk aktivitet." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-42620.

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Stressrelaterade besvär är ett stort samhällsproblem inte minst bland studenter. Tidigare forskning tyder på att stress är ett multifaktoriellt fenomen. Syftet med studien var att undersöka relationen mellan stress och kön, akademisk self-efficacy, copingstrategier samt fysisk aktivitet. Hundratjugosju högskolestudenter, varav 43 män besvarade en enkät innehållande frågor om kön, fysisk aktivitet, stress, copingstrategier och akademisk self-efficacy. De etablerade instrumenten var: Perceived Stress Scale, Brief Cope och College Academic Self-Efficacy Scale. Resultaten visade att kvinnor upplevde högre grad av stress än män. Resultatet visade positiv korrelation mellan stress och undvikande emotionella copingstrategier. En negativ korrelation visades mellan stress och akademisk self-efficacy, samt mellan stress och problemfokuserade copingstrategier. Vidare resultat visade att akademisk self-efficacy och copingstrategier (problemfokuserade, aktiva emotionella, undvikande emotionella) kunde förklara störst varians i högskolestudenternas upplevda stress. Framtida forskning bör var av kvalitativ karaktär och bedrivas med copingstrategier som utgångspunkt för att fånga individens subjektiva upplevelse av stresshantering.
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Pierce, Heather R. "Employee development as an exchange process : perceived organizational support, leader-member exchange and perception of benefit." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/29897.

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Haley, Rich Thomas III. "A case study on the perceived impact of elementary school departmentalization on teacher math self-efficacy." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3548.

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This dissertation is a qualitative case study of three elementary teachers that currently teach at a school implementing a departmental structure in Northern California. Data was gathered by interviewing each participant individually and is presented in the form of a narrative for each participant. The purpose of this study was to explore the math self-efficacy of elementary teachers who teach in a school implementing a departmental structure. The research addressed the following question: How does a departmental structure influence the experiences, perceptions, and self-efficacy of elementary teachers as each relates to mathematics instruction? The results of this study demonstrate that, when implemented correctly, respecting teacher autonomy and choice, a departmental structure at the elementary level can provide a framework that has a positive impact on teacher professional math self-efficacy. The structure creates the opportunity for focused preparation and learning, teacher specialization based on subject strength, and perceptions that the teachers are respected and trusted as content and instructional experts. All three participants expressed that they feel they are better math teachers in the departmental structure than they were in the single classroom structure. They also each expressed that they experience greater job satisfaction and reduced stress in the departmental structure.
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Guilfoyle, Shanna M. "Caregiver Perceived Self-efficacy and Supervision in Childhood Unintentional Injury Prevention: The Moderating Role of Developmental Knowledge." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1244735628.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Feb. 25, 2010). Advisor: Beth Wildman. Keywords: health, health care, psychology. Includes bibliographical references (p. 51-66).
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Kidd, Lisa. "An exploration of patients' perceived control, self efficacy and involvement in self care during chemotherapy for colorectal cancer." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/307.

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This thesis describes a three year study which explored perceptions and experiences of being involved in self care and perceptions of control and self-efficacy over time amongst patients receiving a six month course of chemotherapy treatment for colorectal cancer. The study was underpinned by Leventhal’s Self Regulation Model and aimed to explore how patients undergoing chemotherapy for colorectal cancer perceived the meaning of self care, what they did as part of their self care in managing the effects of their treatment and whether this changed between the beginning and end of their six month course of chemotherapy. The study also set out to explore the relationship between patients’ perceptions of control and self efficacy and their involvement in self care. The study adopted a patient focussed, mixed method, longitudinal approach for complementarity and expansion purposes in which the qualitative findings formed the focus of the investigation, supplemented by the quantitative findings. This was important to provide a greater breadth and range to the study and to obtain a realistic understanding of patients’ perceptions and experiences of being involved in self care during their six month course of chemotherapy treatment and the influence of their perceptions of control and self efficacy on their involvement in self care. Thirty one patients participated in the study and data were collected using qualitative semi structured interviews (with a subsample of patients who participated in the study) and quantitative questionnaires (Illness Perception Questionnaire-revised and the Strategies Used by People to Promote Health) and prospective self care diaries with the full study sample. Data were collected at several time points over the course of patients’ chemotherapy treatment (beginning, middle and end of treatment) and were analysed and integrated in accordance with Tashakkori and Teddlie (1998)’s guidance for integrating qualitative and quantitative findings in a mixed methods study. The study findings revealed that the use of a mixed method, longitudinal study design was a valuable approach for understanding patients’ involvement in self care during chemotherapy for colorectal cancer and the influence of factors, such as their perceptions of control, on their subsequent involvement in their self care. In particular, the principal findings suggested that self care held a range of meanings to the patients in this study. Principally, patients’ self care consisted of two components; physical self care, carried out to manage the physical impact of undergoing treatment, and emotional self care, carried out to manage their emotional response to being diagnosed with, and undergoing treatment for, cancer. The findings suggested that there was no association between patients’ perceptions of control and the degree of self care that they carried out identified in the quantitative analysis. However, in the qualitative analysis, it was revealed that patients’ perceptions of control were likely to influence their attitudes towards their active involvement in self care and the importance with which they viewed this role. In particular, patients who considered themselves to have a high degree of control during their treatment were more likely to believe that they could limit the impact of the treatment through their own actions, that being actively involved in their self care was important and were interested in taking on this role, and that they would use a greater range of self care strategies in helping to manage the impact of their treatment. Conversely patients who considered themselves to have a lower degree of control during their treatment were less likely to believe that they could limit the impact of the treatment through their own actions, that their active involvement in self care was important and were less likely to expect to take on an active role, preferring to leave the management of treatment-related effects to health professionals, whom they regarded as being the “experts”. The findings from this study have implications for nursing practice because they reinforce the importance of the listening to the patient’s experience and how this approach can contribute to a fuller and more accurate understanding of how patients become involved in their self care and the factors that influence this. This is important so that nurses can provide holistic care, tailored to meet their patients’ self care needs and preferences, and to encourage partnership working between patients, nurses, allied health professionals and other agencies in promoting involvement in self care. The findings also have implications for theories relating to self care in emphasising the importance of patient centred models of care and for Leventhal’s Self Regulation Model in adding further support for the components of the model yet also offering a greater understanding of how the model fits with patients’ emotional responses to the effects of illness and its’ treatments. Finally, the study findings have implications for future research, calling for further research to focus on the meaning of constructs such as self care and control from the patients’ perspective and to further explore the use of the mixed methodology in researching and understanding patients’ involvement in self care and the factors that influence this.
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Currence, Eric Verise. "Analyzing self-esteem as a moderator of the relationship of perceived university environment and academic self-efficacy in African American collegiate students." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1185382975.

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48

O'Donnell, Sandra M. "The effect of acute care orientation coaching on perceived self-efficacy among new graduate nurses /." Electronic version (Miscrosoft Word), 2006. http://dl.uncw.edu/etd/2006/odonnells/sandraodonnell.doc.

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Waterbrook, Marjorie Ellen 1946. "Perceived academic self-efficacy of reentry female community college students in relation to life circumstances." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278455.

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The purpose of this study was to explore the relationships between academic self-efficacy beliefs and life circumstances of reentry women students. Participants in the study were 45 women 25 years of age or older who were returning to a community college after an absence from any level of school of 3 or more years. Participants answered two questionnaires, one to measure their academic self-efficacy beliefs and one to gather demographic data as well as data related to the respondents' life circumstances.
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Steele, Natalie. "The relationship between collegiate band members' preferences of teacher interpersonal behavior and perceived self-efficacy." connect to online resource, 2009. http://digital.library.unt.edu/permalink/meta-dc-9826.

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