Dissertations / Theses on the topic 'Personal efficacy'
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1
Berk, Laura Ellen. "Personality, depression, and personal standards." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ59553.pdf.
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Cleveland, Ann Pollard. "Breastfeeding personal efficacy beliefs of women university students." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1673.
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Thesis (Ed. D.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vi, 99 p. Vita. Includes abstract. Includes bibliographical references (p. 81-89).
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Loomis, Glenda C. "Self-efficacy expectancy as a training technique in personal evangelism." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
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Davies, Stephen C. "The efficacy of personal knowledge bases for materializing mental impressions." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p3190365.
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French, Lyndi Ivey. "The relationship between physical self-efficacy and personal dietary habits." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774761.
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The purpose of this study was to determine the relationship between physical self-efficacy and personal dietary habits among students living in the wellness residence halls of Ball State University. This was a correlational study using previously collected data from six wellness residence halls. Residents from these halls were voluntary participants in the wellness screening, which included the testing instruments used for this study. Fifty-four subjects completed the Lifestyle Assessment Questionnaire (LSAQ) which included both the Physical Self-Efficacy Scale (PSES) and the Dietary Habits Questions (DHQ). The relationship between physical self-efficacy and dietary habits was tested using the Pearson r as the correlation coefficient. It appears that there is a significant linear relationship between the physical self-efficacy and dietary habits among participants examined in this study. This linear relationship should be interpretated with caution, however, because the strength of the relationship between PSES and DHQ scores (r2=.1099) indicates that less than 11% of the variance within the DHQ scores is shared with the variance within the PSES scores. Those who had good physical self-efficacy also had good dietary habits. Further study is recommended.Institute for Wellness
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Horton, Barbara D. "Teachers of students with emotional disabilities: Personal characteristics and self-efficacy." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289888.
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The purpose for the study was to focus on teachers of students with emotional disabilities. This population of students presents daily challenges resulting in teachers feeling inadequate and seeking changes in their career field. Data was collected from a questionnaire and interviews of teachers and students from self-contained K-12 classrooms at four schools in Southern Arizona. The questionnaire contained two domains, Personal and General Efficacy Beliefs. Qualitative methods were utilized to analyze the responses, resulting in three major themes: (a) age, gender, and years of experience do not impact a teacher's sense of efficacy, (b) professional development should allow teachers to meet and share concerns associated with Emotionally Disabled (ED) students with their peers, and (c) teacher preparation programs should include general and special education training and additional practicum or student teaching requirements. Finally, recommendations for school districts, professional development, and teacher preparation programs are discussed to address the retention of teachers of students with emotional disabilities.
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Williams, Carl David. "Personal Projects and Alcohol Use: An Integrative Social Cognitive Approach." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/42652.
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Despite the potential for unwanted consequences, college students continue to drink at high rates. Greater than 80% of college students drink alcohol and about 40% engage in occasions of heavy episodic drinking. Heavy episodic drinking among college students is associated with increased instances of verbal confrontations, physical fights, unprotected sex, vandalism, and driving while under the influence.
From a dynamic ecological perspective, goals represent a context in which drinking and all other endeavors occur, as well as a third social cognitive variable worthy of investigation in alcohol studies. As a technology for studying goal constructs, personal projects (Little, 1983; 1987; 1998) are embodiments of desired attainments an individual is trying to actualize. The present study examined the ability of goal constructs (i.e., personal project attributes)to explain drinking variance, both in combination and beyond known social cognitive determinants of alcohol use.
In a cross-sectional sample of 104 male and 96 female college students, results indicated that alcohol self-efficacy was the strongest predictor of alcohol consumption (b = -.38; p < .01), followed by goal involvement (b = -.23; p < .01) and negative drinking expectancies (b = -.12; p < .05). Positive drinking expectancies (b = -.42; p < .01) and goal efficacy (b = .15; p < .05) were significant determinants of alcohol efficacy. The complete model explained 33% of the variance in drinking, as measured by a 90-day timeline follow-back. The unique and indirect contributions of goal involvement are major findings of the study, indicating the viability of a dynamic ecological approach within the SCT framework.Master of Science
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Nye, Gary D. "Principals' Leadership Beliefs: Are Personal and Environmental Influences Related to Self-Efficacy?" Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9747/.
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The purpose of this study was to determine if there was a relationship between principal self-efficacy and personal characteristics, school conditions, and professional preparation among a selected group of Texas, public school principals. The survey instrument included the Principal Self-Efficacy Scale (PSES) developed by Tschannen-Moran & Garies in 2004, and other items. The survey instrument was electronically distributed to a random sample of 965 Texas, public school principals. From that population, 289 principals completed the survey for a response rate of 30%. Statistical Package for the Social Sciences (SPSS) was used for the analyses which included descriptive statistics, correlations, and analysis of variance. Additionally, factor analysis and reliability were calculated for the PSES. The factor structure and reliability found in this study closely mirrored the results of earlier investigations, providing further support for the reliability and validity of the PSES. Out of 12 variables examined in relation to principal self-efficacy, a statistically significant relationship was found for gender, years of teaching experience, level, SES, parental involvement, and student discipline. However, all six of the statistically significant variables had a small effect size indicating limited practical significance. The results of this study support the need for continued research of principal self-efficacy beliefs. Principal self-efficacy research may help explain the relationships between effective principals and effective schools.
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Hooten, Dorleen Billman. "Novice Generalist and Content teachers’ Perceptions of Contextual Factors Affecting Personal Teaching Efficacy." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84221/.
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New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate accelerated educator preparation program and working as first-year teachers were the participants in the study. Data were gathered for the study through focus group activities, twice weekly journal entries completed during the teaching year, and a culminating “lessons learned” paper written during the last month of the first year of teaching. Each of the two focus groups identified nine contextual factors they perceived to affect personal teaching efficacy. Six factors were identified by both groups: parental involvement, support from administrators and colleagues, classroom discipline, testing results, teaching strategies and outcomes, and relationships with administrators and colleagues. The groups, however, perceived the relationships between the contextual factors differently. The generalists perceived recursive relationships between the factors, while the content group perceived a linear relationship.
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Newland-Nell, Annette Caroline. "Using distortion product otoacoustic emissions to investigate the efficacy of personal hearing protection." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-03032004-104906.
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Schindler, Kurt A. "Examining capacity and preparation of teachers for teaching personal finances in Puerto Rico." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18228.
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Doctor of PhilosophyDepartment of Family Studies and Human Services
Kristy Archuleta
This study explored the factors that affect the capacity of teachers to teach personal finances in the public and private school systems in Puerto Rico. Three hundred sixteen teachers from grades six to 12 completed the on-line survey that included an assessment of demographic variables, socioeconomic variables, teaching variables and personal finance administration variables. To guide this study, the Personal Finance Education Efficacy Model was created using Social Cognitive Theory. Within this model, three research questions were addressed including what are the determinants of: (a) objective financial knowledge, (b) subjective financial knowledge, and (c) high personal finance teaching efficacy. Hierarchical multiple regression analyses were used to test the determinants of both objective and subjective financial knowledge. Results indicated that both models were significant (ρ < .001), in which the model accounted for 10% of the variance of objective financial knowledge and 44% of the variance of subjective financial knowledge. A hierarchical binary logistic regression analysis was used to test the determinants of high level of personal finance teaching efficacy beliefs. Results showed the model was accurate approximately 83% of the time. Additionally, results from Principal Component Analyses indicated the Spanish translated versions of the Teacher Efficacy Scale (TES), the Financial Self-Efficacy Scale (FSES), and the Personal Finance Teaching Efficacy Beliefs Instrument (PFTEBI) demonstrated similar levels of reliability as previously published in the literature. These findings infer that scales may be used in other cultures and be translated into other languages like Spanish. The PFTEBI was created for this study based on the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) to measure the level of teaching efficacy beliefs of the respondents. PFTEBI was found to be composed of three sub-scales and showed good reliability.
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Nicholson-Cole, Sophie. "Imag(in)ing climate change : exploring people's visual imagery, issue salience and personal efficacy." Thesis, University of East Anglia, 2004. https://ueaeprints.uea.ac.uk/32889/.
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Endres, Megan L. (Megan Lee). "An Empirical Investigation of the Effectiveness of Using Assigned, Easy Goals to Strengthen Self-efficacy Perceptions and Personal Goals in Complex Task Performance." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278537/.
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The perception of self-efficacy is a central cognitive construct in explaining motivation. Assigned goals are established in the literature as affecting self-efficacy, but only a few researchers investigated their effects in complex tasks. One stream of research revealed the positive effects of easy goals on performance in a complex task without regard to self-efficacy perceptions. In the present study, the focus was on the effects of assigned, easy goals on self-efficacy and personal goals in complex task performance. It was expected that easy goals would be superior to moderate or impossible goals because the complexity and uncertainty of the task distorts subjects' perceptions of goal difficulty.
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Enyeart, Smith Theresa M. "A Comparison of Health Risk Behaviors Among College Students Enrolled in a Required Personal Health Course vs. Enrolled in an Elective Personal Health Course." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/26998.
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Information on the overall health risk behaviors of college students is limited and it is unknown if being enrolled in an elective or a required health course affects behavior change among the students.
There are mixed reports on whether or not health education courses affect behavior change. Factors that may affect change are self-efficacy and the constructs that build the Health Belief Model (i.e. perceived susceptibility and perceived barriers).
A sample of convenience was gathered for the current study using two universities in the state of Virginia. Virginia Tech students within the sample were enrolled in an elective health course (n = 375) and James Madison University students within the sample were enrolled in a required health course (n = 202). The National College Health Risk Behavior Survey (NCHRBS) and the Self-Efficacy Scale survey were used to gather information on overall health risk behaviors, health behavior changes, and self-efficacy levels of the students. To acquire health behavior change data, the NCHRBS was administered at the beginning of the Fall 2003 semester and again at the end of the semester.
The results of the study indicated that, overall, the type of course a student was enrolled in and self-efficacy did not have a significant effect on health behavior change. However, possible trends were identified with alcohol use, tobacco use, and dietary behaviors, indicating that further research should be performed to analyze underlying factors, not analyzed in this study, which may be affecting health risk behaviors.Ph. D.
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Stewart, Scott D. "Profiling the prosumer in the workplace : an exploration of traits, self-efficacy and motivators." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/75990/1/Scott_Stewart_Thesis.pdf.
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This research has built on the growing interest in the prosumer in the workplace – prosumers are those users with high technological skills who both produce and consume their own technology solutions. Prosumers are leaders in their industrial or professional fields and who expect to obtain significant benefit from innovating. The literature reveals that commercially attractive products tend to be developed by prosumers who are at the leading edge of important marketplace trends and therefore this group is increasingly important. This study surveyed prosumers across a variety of occupations and workplaces and explored the motivators and personality traits of the prosumer.
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Anderson, Alastair Andrew 1956. "The representation of personal constructs as fuzzy subsets : developing a model and testing its efficacy." Monash University, Dept. of Management, 1999. http://arrow.monash.edu.au/hdl/1959.1/8592.
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Hanson, Deborah L. "Personal definitions of science and the self-efficacy and classroom practice of elementary school teachers." [Bloomington] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239658.
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Thesis (Ed.D.)--Indiana University, School of Education, 2006.Title from PDF t.p. (viewed Dec. 1, 2008). Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3761. Adviser: Valarie Akerson.
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Xie, Huiting. "Personal Strengths and Recovery in Adults with Serious Mental Illnesses." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1333579633.
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Rollins, Erin. "Explorations of self-efficacy: Personal narratives as qualitative data in the analysis of smoking cessation efforts." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/28020.
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Research has found that an individual's perceived self-efficacy, supported by goals and the acceptance of potential obstacles, has the ability to assist in behaviour modification. By examining the narratives of cardiovascular patients undergoing smoking cessation counselling, this research highlights factors that individuals communicate in their narratives regarding changes to self-efficacy throughout the process of smoking cessation. As such, the study examines how social cognitive theory explains individuals' abilities to change their addictive behaviours. Narrative analysis is used to establish those factors that cardiovascular patients assert to be motivating or impeding factors in their smoking cessation efforts, particularly in relation to their initial readiness to quit smoking. The findings are significant for the health domain regarding the implementation of new smoking cessation counselling practices, and for the field of communication, underlining the value of narrative analysis and interpersonal communication as tools in producing detailed results based on rich and comprehensive qualitative data.
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Tinnerman, Larry S. "University faculty expressions of computer self-efficacy and personal attitudes regarding the viability of distance learning." Open access to IUP's electronic theses and dissertations, 2007. http://hdl.handle.net/2069/63.
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Hall, Lynne Degler. "Predictors of personal teaching efficacy and locus of control of Ohio family and consumer sciences teachers." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248377931.
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Gordon, Christopher John. "Encouraging the Development of Deeper Learning and Personal Teaching Efficacy: Effects of Modifying the Learning Environment in a Preservice Teacher Education Program." Thesis, The University of Sydney, 2000. http://hdl.handle.net/2123/511.
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Through the development and implementation of modified learning contexts, the current study encouraged undergraduate teacher education students to modify their approaches to learning by reducing their reliance on surface approaches and progressively adopting deeper approaches. This outcome was considered desirable because students who employed deep approaches would exit the course having achieved higher quality learning than those who relied primarily on surface approaches. It was expected that higher quality learning in a preservice teacher education program would also translate into greater self-confidence in the management of teaching tasks, leading to improvements in students� teaching self-efficacy beliefs. Altered learning contexts were developed through the application of action research methodology involving core members of the teaching team. Learning activities were designed with a focus on co-operative small-group problem-based learning, which included multiple subtasks requiring variable outcome presentation modes. Linked individual reflection was encouraged by personal learning journals and learning portfolios. Students also provided critical analyses of their own learning during the completion of tasks, from both individual and group perspectives. Assessment methods included lecturer, peer and self-assessment, depending on the nature of the learning task. Often these were integrated, so that subtasks within larger ones were assessed using combinations of methods. Learning approach theorists (Biggs, 1993a, 1999; Entwistle, 1986, 1998; Prosser & Trigwell, 1999; Ramsden, 1992, 1997) contend that learning outcomes are directly related to the learning approaches used in their development. They further contend that the approach adopted is largely a result of students� intent, which in turn, is influenced by their perception of the learning context. The present study therefore aimed to develop an integrated and pervasive course-based learning context, constructively aligned (after: Biggs, 1993a, 1996), achievable within the normal constraints of a university program, that would influence students� adoption of deep learning approaches. The cognitive processes students used in response to the altered contexts were interpreted in accordance with self-regulatory internal logic (after: Bandura, 1986, 1991b; Zimmerman, 1989, 1998b). Longitudinal quasi-experimental methods with repeated measures on non-equivalent dependent variables were applied to three cohorts of students. Cohort 1 represented the contrast group who followed a traditional program. Cohort 2 was the main treatment group to whom the modified program was presented. Cohort 3 represented a comparison group that was also presented with the modified program over a shorter period. Student data on learning approach, teaching efficacy and academic attributions were gathered from repeated administrations of the Study Process Questionnaire (Biggs, 1987b), Teacher Efficacy Scale (Gibson & Dembo, 1984) and Multidimensional-Multiattributional Causality Scale (Lefcourt, 1991). In addition, reflective journals, field observations and transcripts of interviews undertaken at the beginning and conclusion of the course, were used to clarify students� approaches to learning and their responses to program modifications. Analyses of learning approaches adopted by Cohorts 1 and 2 revealed that they both began their course predominantly using surface approaches. While students in Cohort 1 completed the course with approximately equal reliance on deep and surface approaches, students in Cohort 2 reported a predominant use of deep approaches on course completion. The relative impact of the modified learning context on students with differing approaches to learning in this cohort were further explained through qualitative data and cluster analyses. The partial replication of the study with Cohort 3, across the first three semesters of their program, produced similar effects to those obtained with Cohort 2. The analyses conducted with teaching efficacy data indicated a similar pattern of development for all cohorts. Little change in either personal or general dimensions was noted in the first half of the program, followed by strong growth in both, in the latter half. While a relationship between learning approach usage and teaching efficacy was not apparent in Cohort 1, developmental path and mediation analyses indicated that the use of deep learning approaches considerably influenced the development of personal teaching efficacy in Cohort 2. The current research suggests that value lies in the construction of learning environments, in teacher education, that enhance students� adoption of deep learning approaches. The nature of the task is complex, multifaceted and context specific, most likely requiring the development of unique solutions in each environment. Nevertheless, this research demonstrates that such solutions can be developed and applied within the prevailing constraints of pre-existing course structures.
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Gordon, Christopher John. "Encouraging the Development of Deeper Learning and Personal Teaching Efficacy: Effects of Modifying the Learning Environment in a Preservice Teacher Education Program." University of Sydney. Development and Learning, 2000. http://hdl.handle.net/2123/511.
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Through the development and implementation of modified learning contexts, the current study encouraged undergraduate teacher education students to modify their approaches to learning by reducing their reliance on surface approaches and progressively adopting deeper approaches. This outcome was considered desirable because students who employed deep approaches would exit the course having achieved higher quality learning than those who relied primarily on surface approaches. It was expected that higher quality learning in a preservice teacher education program would also translate into greater self-confidence in the management of teaching tasks, leading to improvements in students� teaching self-efficacy beliefs. Altered learning contexts were developed through the application of action research methodology involving core members of the teaching team. Learning activities were designed with a focus on co-operative small-group problem-based learning, which included multiple subtasks requiring variable outcome presentation modes. Linked individual reflection was encouraged by personal learning journals and learning portfolios. Students also provided critical analyses of their own learning during the completion of tasks, from both individual and group perspectives. Assessment methods included lecturer, peer and self-assessment, depending on the nature of the learning task. Often these were integrated, so that subtasks within larger ones were assessed using combinations of methods. Learning approach theorists (Biggs, 1993a, 1999; Entwistle, 1986, 1998; Prosser & Trigwell, 1999; Ramsden, 1992, 1997) contend that learning outcomes are directly related to the learning approaches used in their development. They further contend that the approach adopted is largely a result of students� intent, which in turn, is influenced by their perception of the learning context. The present study therefore aimed to develop an integrated and pervasive course-based learning context, constructively aligned (after: Biggs, 1993a, 1996), achievable within the normal constraints of a university program, that would influence students� adoption of deep learning approaches. The cognitive processes students used in response to the altered contexts were interpreted in accordance with self-regulatory internal logic (after: Bandura, 1986, 1991b; Zimmerman, 1989, 1998b). Longitudinal quasi-experimental methods with repeated measures on non-equivalent dependent variables were applied to three cohorts of students. Cohort 1 represented the contrast group who followed a traditional program. Cohort 2 was the main treatment group to whom the modified program was presented. Cohort 3 represented a comparison group that was also presented with the modified program over a shorter period. Student data on learning approach, teaching efficacy and academic attributions were gathered from repeated administrations of the Study Process Questionnaire (Biggs, 1987b), Teacher Efficacy Scale (Gibson & Dembo, 1984) and Multidimensional-Multiattributional Causality Scale (Lefcourt, 1991). In addition, reflective journals, field observations and transcripts of interviews undertaken at the beginning and conclusion of the course, were used to clarify students� approaches to learning and their responses to program modifications. Analyses of learning approaches adopted by Cohorts 1 and 2 revealed that they both began their course predominantly using surface approaches. While students in Cohort 1 completed the course with approximately equal reliance on deep and surface approaches, students in Cohort 2 reported a predominant use of deep approaches on course completion. The relative impact of the modified learning context on students with differing approaches to learning in this cohort were further explained through qualitative data and cluster analyses. The partial replication of the study with Cohort 3, across the first three semesters of their program, produced similar effects to those obtained with Cohort 2. The analyses conducted with teaching efficacy data indicated a similar pattern of development for all cohorts. Little change in either personal or general dimensions was noted in the first half of the program, followed by strong growth in both, in the latter half. While a relationship between learning approach usage and teaching efficacy was not apparent in Cohort 1, developmental path and mediation analyses indicated that the use of deep learning approaches considerably influenced the development of personal teaching efficacy in Cohort 2. The current research suggests that value lies in the construction of learning environments, in teacher education, that enhance students� adoption of deep learning approaches. The nature of the task is complex, multifaceted and context specific, most likely requiring the development of unique solutions in each environment. Nevertheless, this research demonstrates that such solutions can be developed and applied within the prevailing constraints of pre-existing course structures.
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Phillips, Daniel Michael. "The Relationship between Teacher Efficacy Levels and Virginia Standards of Learning Fifth Grade Math Achievement in One Virginia School Division." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51626.
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The purpose of this study was to investigate the relationship between teacher efficacy levels and fifth grade Virginia SOL Mathematic achievement. This study sought to determine the extent to which personal efficacy, general efficacy, and total efficacy account for fifth grade Virginia Standards of Learning Mathematic achievement over and above that explained by teacher experience, teacher education, and class size. A critical review of the previous research methodologies and findings on teacher efficacy demonstrated the need for further research in this area. This study hoped to provide school officials in educational leadership with data necessary to plan professional development to improve classroom instruction, teacher efficacy, and student achievement.
This study utilized a quantitative survey which measured personal, general, and total efficacy levels among fifth grade teachers in 11 elementary schools located in central Virginia. Twenty-one of the 27 (78%) 5th grade teachers that were surveyed, completed and returned the survey used in the study. Other data, such as teacher education, teacher experience, class size, and student achievement scores were collected from the division with the permission of the division's superintendent.
Results of the data analysis indicated that there was no statistically significant relationship between teacher efficacies and 5th grade mathematics SOL achievement. The findings demonstrated that personal teaching efficacy, general teaching efficacy, and total teaching efficacy had no significant impact on 5th grade mathematics SOL achievement over and above the extent that teacher experience, teacher education, and class size impacted student achievement. It should be noted that the following limitations may have impacted the final results of the analysis. Class sizes were of mixed math ability, ranging from 11-23 students. Special education students tended to be in the smaller sized inclusion classes and gifted and talented students tended to be in the larger class sizes. Teacher efficacy levels were based on self-report. The sample size was small and limited generalizability of the results due to the focus on one Virginia school division. Also, student factors, such as prior achievement, were not included in the study.
In this study, teacher education and class size did show significance associated with student achievement. Again, the limitations may have contributed to the findings of this study. The study showed that teachers with a master's degree had lower student achievement than teachers with a bachelor's degree, but the results might have been impacted from the limitations. Larger class sizes also had increased student achievement. Factors, such as class make-up of students (smaller classes typically had special education inclusion students and larger class sizes typically included gifted and talented students), class size (smallest class was 11 students and the largest class was 24), and teacher assignment (teachers with master's degrees could have been assigned to students with more academic needs), need to be considered when reviewing these findings, implications, and recommendations.
The implications and recommendations were drawn from the findings of this study. The factors and limitations of the study were taken into consideration when the implications and recommendations were developed.Ed. D.
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Bullen, Patricia L. "Identity projects and positive youth development: The importance of efficacy, integrity, and belonging during adolescence." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5675.
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Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB).
In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB.
For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions.
The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects.
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Liang, Chenye, and Chenye Liang. "The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624092.
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The purpose of this study is to investigate how beginning teachers' personal teacher efficacy (the abbreviation PTE for personal teacher efficacy) and the organizational health of school (the abbreviation OHI for the organizational health of school) influence teachers' professional identity (the abbreviation PI for professional identity). The participants were 125 middle school teachers from China. They completed online surveys that measured these three variables and some demographics such as gender, salary and school size.
The results revealed that there were significant correlations between the OHI and PI, PTE and PI, and OHI and PTE. Except for gender and salary, there was no statistically significant difference in PI between groups of different school size, educational background, type of teaching job, and years of teaching experience. The findings also indicated that OHI mediated the relationship between PTE and PI. Furthermore, a multiple linear regression model was used to predict teachers' PI based on OHI, PTE, and gender. Finally, a statistically significant difference was found on role values (subscale of teachers' professional identity) between tension group (high PTE while low OHI or low PTE while high OHI) and non-tension group (PTE and OHI are at the same level).
These findings depict the interactions between PTE and OHI and its influence on PI of Chinese middle school's beginning teachers. The researcher also proposes the next question for further research and makes some practical suggestions for educational policy makers, schools, and individual teachers to improve their PI.
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Howard, Gitanjali. "The Impact of Protagonist Race, Gender, and Genre on Latina Adolescent Personal Aspiration, Self-Esteem, and Self-Efficacy." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/959.
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Inspired by the lack of minority female representation in the media, this study questions how 11-14 year old Latina adolescents from low SES backgrounds are influenced by protagonist race, gender, and genre in stories with respect to participant personal aspiration, gender atypical personal aspiration, self-esteem, and self-efficacy. Due to the particular lack of representation of non-whites and non-males in action/adventure stories, it is predicted in this intervention study completed each week over the course of 8 weeks, that Latina adolescents will experience the most positive increase in self-esteem, self-efficacy, and gender atypical personal aspiration when exposed to Latina female protagonists in action/adventure stories. They will also experience significant increases in the dependent variables from highest to lowest in the following conditions: Latina female biographies, Latino males in action/adventure, Latino male biographies, White females in Action/Adventure, and White female biographies. It is predicted that there will be a a decrease in self-esteem, self-efficacy, general aspiration, and gender-atypical personal aspiration for participants exposed to White male action/adventure stories, and to a lesser significant extent from the preceding condition, a decrease in self-esteem, self-efficacy, general aspiration, and gender-atypical personal aspiration for participants exposed to White male Biographies. This research is significant in understanding the influence of minority female representation in books, film, and the general media.
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Green, Sean-Michael. "Self-efficacy, Risk Propensity, and Innovation: Personal Characteristics of Chief Enrollment Officers in Public and Private Higher Education." Franklin University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=frank1587034714802609.
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McCall, Marla Kyo Yamato. "Advanced Practice Nurses' Self-Efficacy to Treat Intimate Partner Violence as Related to Professional, Workplace and Personal Factors." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/344226.
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Purposes/Aims: The purpose of this study was to determine the professional, workplace and personal factors that significantly relate to advanced practice nurses' (APNs) self-efficacy to treat intimate partner violence (IPV).Rationale/Conceptual Basis/Background: IPV affects one in three women in the U.S. and is the leading cause of maternal death during the prenatal and first year post-partum periods. Older women victims suffer earlier death from all causes. IPV is under diagnosed and undertreated based on large surveys of emergency departments and outpatient clinics. APNs are providing health care to large numbers of potential victims, thus they are important as diagnosticians and treating clinicians. Methods: A national quantitative survey of APNs was performed with the aim of obtaining APNs from diverse specialties, geographic areas, and demographics within the U.S. Participants completed an electronic survey using modifications of standardized questionnaires on professional factors of hours of previous IPV education, IPV knowledge, years in practice, current practices, role belief, and self-efficacy to treat IPV. A new scale was developed to test workplace factors of screening tools and protocols, institutional, and community supports. Personal factors of age, gender, past IPV experience, vicarious trauma (VT), resilience, and general self-efficacy were tested using previously validated tools. Results: A sample of 494 APNs was obtained. Respondents were demographically representative of U.S. practicing APN population. Findings from this study indicate that APNs' current self-reported practice behaviors regarding IPV, total hours of IPV education, age in years, role belief, resilience, absence of VT and IPV knowledge are the most significant contributors to APNs' self-efficacy to treat IPV. Implications: APNs with strong clinical experience with IPV, more hours of IPV education, older age, belief that it is their role to treat IPV, and greater IPV knowledge, reported the best self-efficacy to treat IPV. Educational institutions should provide more formal and ongoing education in IPV. VT in APNs who treat IPV should be further explored. Health care organizations should provide continuing IPV education and provide work environments that promote the treatment of IPV for APNs to effectively identify and engage in treatment those patients who may be victims.
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Glance, Dorea E. "Student Socioeconomic Status and Gender: Impacts on School Counselors' Ratings of Student Personal Characteristics and School Counselors' Self-Efficacy." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335977509.
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Johnson, Elizabeth Anne. "Sent to You by Someone Who Thinks You're Beautiful: The Effects of Regulatory Focus, Personal Involvement, and Collective Efficacy in a Social Marketing Campaign." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/31983.
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This study examined attitudes and behavioral responses to a social marketing campaignâ s video messages. Independent variables in the study were the regulatory framing of the campaign message, personal involvement, and collective efficacy. Results revealed main effects of both collective efficacy and personal involvement on attitude toward the brand, attitude toward the issues, and behavioral intentions. Significant interactions between collective efficacy and the regulatory frame of the video were found to affect the dependent variables. Gender was also found to significantly moderate the findings. Theoretical implications and practical implications are discussed.Master of Arts
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Ferriby, Megan. "Preliminary efficacy, feasibility, and acceptability of support figure attendance throughout Bariatric pre- and post-surgery clinical encounters." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563375605350785.
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Geekie, Moira Anne. "Promoting a reduction in the consumption of dietary fat : the role of perceived control, self-efficacy and personal dietary information." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312598.
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Iacullo, Gerald. "The role of personal teaching efficacy and perceived usefulness as determinants of reform-based practices among instructors of developmental mathematics." Thesis, Grambling State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731777.
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Research has generally demonstrated that students enrolled in developmental mathematics courses are leaving these courses without achieving conceptual understanding and transferrable knowledge and skills. Such outcomes have challenged educators to incorporate instructional strategies that have the most significant effect on the success of students in developmental education courses, in particular reform-based practices for the teaching of developmental mathematics courses based on constructivism. However, there is little or no empirical information on which of these instructional strategies and designs are being used (and by whom), as well as on the frequency of use, perceived value or importance to learning, and instructors' beliefs in their ability to use these best practices.
This cross-sectional study was intended to fill this gap by examining the role of personal teaching efficacy and perceived usefulness in determining the use of reform-based practices by instructors teaching developmental mathematics at the postsecondary level. Data was collected from 160 developmental or remedial mathematics instructors at two- and four-year regionally accredited postsecondary institutions in the United States who responded to a Web-based survey. Multiple statistical methods were applied to analyze the data, including correlation and multiple regression analyses.
Findings indicated that personal teaching efficacy and perceived usefulness each has a significant positive correlation with the use of reform-based practices, with personal teaching efficacy having the stronger correlation. In addition, only personal teaching efficacy was statistically significant for the regression model. These findings suggest that activities to support the use of reform-based practices include ways to increase instructors' beliefs in their ability to use reform-based practices. Directions for future research should continue to focus on instructors' beliefs and attitudes toward the use of reform-based practices as a means for improving developmental mathematics instruction.
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Serna, Antonio G. "Personal, teacher training, teacher experience, and system factors associated with sense of efficacy of teachers of limited English proficient students." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3402.
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Purpose. Teacher sense of efficacy refers to teachers' belief in their ability to motivate students to learn. The purpose of this study was to examine the relationship of selected personal characteristics, training variables, experience factors, school system variables, and principal leadership behaviors to the sense of efficacy of a group of teachers of LEP students. Procedures. A sample of 44 elementary school teachers of limited English proficient students was selected from school districts in Northern California with large numbers of LEP students. Questionnaire data were collected using an instrument with several scales. The measure of teacher efficacy used in this study was developed by Gibson and Dembo. Analysis of variance, t-tests, and Fisher's Least Significant Difference were used to test the hypotheses of this study. The antecedents of efficacy examined included selected personal characteristics of teachers, the perceived effectiveness of their university and district inservice training, experience in multicultural schools, and principal support of bilingual and instructional programs. Results. Several significant relationships were found. For example, the degree to which pre- and inservice training programs helped teachers develop proficiency in the student's primary language, knowledge of the home culture, and understanding the process of second language acquisition was clearly related to their sense of efficacy. The holding of credentials authorizing bilingual instruction and the size and type of district were found to be related to sense of efficacy. In addition, support of the instructional program by the site principal and his/her involvement in curriculum planning were related to teacher efficacy. Follow-up interviews found that teachers attributed their teaching success to informal meetings with their colleagues. Recommendations. Based on this study, quality university and district inservice training for bilingual teachers is suggested. This study highlights the need for principals to actively support their bilingual teachers by involving them in curricular decision making, planning, and encouraging informal group meetings. To increase bilingual teacher effectiveness, universities need to collaborate with local school districts in planning bilingual training programs.
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Kosonen, Emma. "Att göras delaktig i sin egen tvångsvård : En kvalitativ studie om hur personal på särskilda ungdomshem arbetar för att göra ungdomar delaktiga i sin behandling." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-32449.
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The ultimate treatment is when the person actually wants to make a change, this is often not the case for the youths that get placed at an institution for substance use problems. This thesis examines the participation in youth care through looking into how the staff in youth care make boys aged 16-21 at a closed institution to participate in their treatment, and if the participation has a meaning for the treatment. This thesis uses a qualitative method with semi-structured interviews. The theory of self-efficacy has been used to gain an understanding for the results of the thesis. Treatment staff from a department who works with this target group has been interviewed. The results showed that the staff works with motivation, respect and are trying to create a good treatment relationship with the youths. The staff thinks it’s positive that the youths can affect their treatment, but they’re also saying that the treatment the youths have to participate in can’t be affected. The staff thinks this is good because treatment for their substance use is the reason they are placed at the institution. Therefore the staff tries to motivate the youths to participation. At last the thesis shows that participation is the key to go through with treatment and therefore become drug free.
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Carlisle, Vincent J. "Understanding the effects of personal responsibility and environment on the development of self-directed learning: an exploratory study." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32502.
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Doctor of PhilosophyDepartment of Educational Leadership
Sarah Fishback
This exploratory study analyzed changes in self-directed learning of Army officers attending the Army’s Command and General Staff Officers Course, CGSOC, by applying a quasi-experimental, pretest posttest, comparative approach based on the attribute independent variables gender, race/ethnicity, level of education, and branch of Army. It also sought to inform implementation and assessment strategies in both the private and broader public sectors, specifically companies and organizations seeking to develop lifelong learners in the furtherance of creating or sustaining a learning organization. The study began with the administration of the Personal Responsibility Orientation to Self-directed Learning Scale (PRO-SDLS) during the first week of a ten-month resident course and concluded with a second administration of the PRO-SDLS at the end of the course. In addition to a total score, the PRO-SDLS provided results for four dependent variables: learner initiative, learner self-efficacy, learner control, and learner motivation. Though effect size varied, this study found a statistically significant difference in pretest to posttest scores differences between white and non-white in both total score and in the subcomponent of learner motivation. Additionally, the change in scores for learner motivation from pretest to posttest for whites was statically significant. Finally, the change in scores for the subcomponent of learner control between students with a bachelor’s degree and those with a master’s degree was also significant. The broader implication of these findings is the caution by Brockett and Hiemsta (1991) that adult educators should consider the individual characteristics of the learner when developing and delivering curriculum. In this case it would appear that either the curriculum or the delivery of the curriculum or a combination of the two may have been experienced differently by white and non-white Army officers; specifically regarding the development of learner motivation.
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Mohd, Rohani [Verfasser]. "Entrepreneurial orientation and personal values of Malay entrepreneurs : The mediation of self-efficacy and the moderation of business environment / Rohani Mohd." Munich : GRIN Verlag, 2015. http://d-nb.info/1097464458/34.
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Fletcher, Sandra E. "Personal and Institutional Factors: Relationship to Self-Efficacy of Persistence to the Senior Year in College among Self-Identified Black Undergraduate Students in a Hispanic Serving Institution." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/703.
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While undergraduate enrollment of all racial groups in United States higher education institutions has increased, 6-year graduation rates of Blacks (39%) remain low compared to other races; Asians (69%), Whites (62%), and Hispanics (50%; NCES, 2010). Women’s graduation rate is higher than men’s; 58% compared to men’s at 53% in public institutions (IPEDS, 2011). Retention literature does not address the perceptions of Black ethnic groups’ experiences in college, particularly in Hispanic serving institutions.
Informed by Tinto’s (1975, 1987, 1993) student academic and social integration model, Guiffrida’s (2003, 2004, 2005, 2006) model of relationships while at college, and ex-post facto research design, the study investigated personal and institutional factors that relate to Black students’ self-efficacy and persistence to the senior year in college.
Data about Black ethnic undergraduate seniors’ (N = 236) academic and social experiences in college were collected using the Student Institutional Integration Survey (SIIS), an online questionnaire. Descriptive statistics were used to collect background information about the sample, correlation was calculated to indicate the degree of relationship between the variables, and multiple linear regressions were used to identify variables that are predictors of self-efficacy of persistence. Independent samples t-test and analyses of variance were computed to determine whether differences in perceptions of personal and institutional factors that relate to self-efficacy of persistence to the senior year in college could be identified between gender and ethnicity.
Frequency was summarized to identify themes of participants’ primary motivation for finishing undergraduate degree programs. These themes were: (a) self-pride/personal goal, (b) professional aspiration/career (c) motivation to support family, (d) desire to have financial independence/better job, (e) to serve community, (f) opportunity to go to college, (g) being first-generation college student, and (h) prove to family the value of higher education.
The research findings support the tenets of academic and social integration theories which suggest that students’ interaction with peer and faculty, relationships with family and friends, and involvement in institutional activities and organizations influence their persistence in college.
Implications based on the findings affect institutional policy, curriculum, and program improvements that relate to Black undergraduate students’ academic and social support.
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von, Krassow Ludmila. "PROMOTING HEALTH AND MOTIVATION AT WORK: THE RELATIVE IMPORTANCE OF JOB DEMANDS, JOB RESOURCES AND PERSONAL RESOURCES." Thesis, Stockholms universitet, Psykologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-118497.
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While many employees are engaged in their jobs, others suffer from poor working conditions and impaired well-being. Research suggests that job demands may impair employee work attitudes and health while both job resources and personal resources can have positive effect. Therefore, the aim of this study was to examine the relative importance of job demands, job resources, and a personal resource (self-efficacy) for employees’ health and motivation at work. Questionnaire data were collected from white-collar employees of a Swedish construction company (n = 156). Results of hierarchical multiple regression analyses showed the relative importance of job demands, job resources and personal resources. The job demands were negatively related to health and motivation at work, while the job resources and the personal resource were linked to better health and motivation. The findings generally supported the hypotheses. The specific types of demands and resources were significant varied across outcomes and, unexpectedly, workload was positively correlated with job performance. The findings contribute to a growing literature which indicates that lower job demands and access to both job resources and personal resources may improve employees' health and motivation at work.
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Gordon, Christopher. "Encouraging the development of deeper learning and personal teaching efficacy effects of modifying the learning environment in a preservice teacher education program /." Connect to full text, 2000. http://hdl.handle.net/2123/511.
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Thesis (Ph. D.)--University of Sydney, 2000.Title from title screen (viewed Apr. 21, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education. Includes bibliography. Also available in print form.
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Hendy, Jane Denise. "Factors influencing the public's decision-making when contemplating undertaking predictive genetic testing : the relationship between perceived self-efficacy, personal risk and testing intentions." Thesis, University of Surrey, 2003. http://epubs.surrey.ac.uk/844311/.
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This thesis explores how general groups of people think about predictive genetic testing. Psychological research into individual decision-making prior to the consulting room is scarce, with our knowledge of the types of factors that influence the decision to request this service barely investigated. The research presented undertakes this task by identifying salient factors influential in the contemplation of this new health choice. The research then examines how these factors impact on genetic-testing decision-making processes and intentions in more detail. The aim is to increase scientific understanding of early decision-making in this area, by exploring the motivations of individuals who intend to request this service and also the decision-making of those individuals who will never be seen at a genetic clinic. The thesis is comprised of four studies. The first study uses an exploratory qualitative methodology, gathering focus group data to discover how groups of people who have not directly experienced predictive genetic testing think about this service. The findings suggest that people are primarily concerned with their perceived control over genetic testing decision-making processes and their risk of genetic diseases. The second and third studies use repeated measures experimental designs to manipulate perceived control (self- efficacy) over genetic-testing decisions and perceptions of disease risk. The findings revealed a complex relationship between self-efficacy in these domains, global self- efficacy, perceptions of risk and intention to undergo testing. Study two showed that when specific efficacy in these domains was experimentally decreased global perceptions of self-efficacy also reduced, alongside the desire to maintain control over these domains. Study three showed that a lack of intention to undergo genetic testing was predicted by perceptions of high disease risk, high levels of health-specific self-efficacy and the importance of this efficacy - but not levels of general self-efficacy. Additionally the results from the third study revealed that intention to undergo testing was higher when people were given no information about the genetic inheritability of a disease, indicating that that as a disease becomes 'geneticized' both control over that disease and general control may become eroded. The final study again uses a qualitative methodology, using interview data from individuals at high and low risk of disease to further examine the role of risk and self- efficacy in genetic testing decision-making, and to identify which areas of self-efficacy have most impact on intentions. The study also examines how people make sense of their 'genetic risk', how they conceptualise self-efficacy within this domain, and how they perceive these two concepts to be related. Findings from the last study suggest that levels of general self-efficacy may be relevant to decision-making when the individual's confidence is extremely high, in that the person feels confident to cope with the test result regardless of any possibility of cure or prevention. Attitudes and intentions towards genetic testing also appeared to be strongly determined by levels of disease-risk anxiety, with the attraction of testing appearing to wane when the emotional consequences of genetic testing were reflected upon. To conclude, these findings suggest that a lack of perceived control over genetic testing decision-making and disease risk has wide-reaching consequences in negatively impacting on overall perceptions of competence and well-being. The findings also suggest that for people at extremely high risk of disease, who feel both in control of any potential symptoms and value this control, genetic testing is unattractive, in robbing them of the potential for control in the future. Diseases perceived as being genetic were largely viewed as immutable and uncontrollable. On deeper reflection, decision-making in this area was often perceived as anxiety provoking and conceptualised by ambivalent and complex thinking.
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Ferreira, Sandra Maria da Silva. "Autoefic?cia de alunos de Administra??o: um estudo com concluintes do curso de gradua??o em Administra??o no Estado do Par?" Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/12175.
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Previous issue date: 2010-08-31The current study presents the characteristics of self-efficacy of students of Administration course, who work and do not work. The study was conducted through a field research, descriptive, addressed quantitatively using statistical procedures. Was studied a population composed of 394 students distributed in three Higher Education Institutions, in the metropolitan region of Bel?m, in the State of Par?. The sampling was not probabilistic by accessibility, with a sample of 254 subjects. The instrument for data collection was a questionnaire composed of a set of questions divided into three sections: the first related to sociodemographic data, the second section was built to identify the work situation of the respondent and the third section was built with issues related to General Perceived Self-Efficacy Scale proposed by Schwarzer and Jerusalem (1999). Sociodemographic data were processed using methods of descriptive statistics. This procedure allowed characterizing the subjects of the sample. To identify the work situation, the analysis of frequency and percentage was used, which allowed to classify in percentage, the respondents who worked and those that did not work, and the data related to the scale of self-efficacy were processed quantitatively by the method of multivariate statistics using the software of program Statistical Package for Social Sciences for Windows - SPSS, version 17 from the process of Exploratory Factor Analysis. This procedure allowed characterizing the students who worked and the students who did not worked. The results were discussed based on Social Cognitive Theory from the construct of self-efficacy of Albert Bandura (1977). The study results showed a young sample, composed the majority of single women with work experience, and indicated that the characteristics of self-efficacy of students who work and students who do not work are different. The self-efficacy beliefs of students who do not work are based on psychological expectations, whereas the students who work demonstrated that their efficacy beliefs are sustained by previous experiences. A student who does not work proved to be reliant in their abilities to achieve a successful performance in their activities, believing it to be easy to achieve your goals and to face difficult situations at work, simply by invest a necessary effort and trust in their abilities. One who has experience working proved to be reliant in their abilities to conduct courses of action, although know that it is not easy to achieve your goals, and in unexpected situations showed its ability to solve difficult problems
O presente estudo apresenta as caracter?sticas de autoefic?cia de alunos do curso de Administra??o que trabalham e que n?o trabalham. O estudo foi realizado atrav?s de uma pesquisa de campo, descritiva, abordada quantitativamente com utiliza??o de procedimentos estat?sticos. Foi estudada uma popula??o composta por 394 alunos distribu?dos em tr?s Institui??es de Ensino Superior na regi?o metropolitana de Bel?m no Estado do Par?. A amostragem foi n?o-probabil?stica por acessibilidade com uma amostra de 254 sujeitos. O instrumento de coleta de dados foi um question?rio composto por um conjunto de quest?es divididas em tr?s se??es: a primeira, relacionada aos dados s?ciodemogr?ficos, a segunda identifica a situa??o de trabalho do respondente e a terceira se??o foi elaborada com quest?es relacionadas ? Escala de Autoefic?cia Geral Percebida, proposta por Schwarzer e Jerusal?m (1999). Os dados sociodemogr?ficos foram tratados com a utiliza??o de m?todos de estat?stica descritiva. Este procedimento permitiu caracterizar os sujeitos da amostra. Para identificar a situa??o de trabalho utilizou-se a an?lise de frequ?ncia e porcentagem o que permitiu classificar em percentual os respondentes que trabalhavam e os que n?o trabalhavam; os dados relacionados ? escala de autoefic?cia foram tratados quantitativamente pelo m?todo de estat?stica multivariada a partir da utiliza??o do software de programa estat?stico Statistical Package for the Social Sciences for Windows SPSS, vers?o 17 a partir do processo da An?lise Fatorial Explorat?ria. Este procedimento permitiu caracterizar os alunos que trabalhavam e os alunos que n?o trabalhavam. Os resultados foram discutidos ? luz da Teoria Social Cognitiva a partir do constructo de autoefic?cia de Albert Bandura (1977). Os resultados do estudo apontaram uma amostra jovem, composta por maioria de mulheres solteiras com experi?ncia de trabalho e indicaram que as caracter?sticas de autoefic?cia de alunos que trabalham e alunos que n?o trabalham s?o distintas. As cren?as de autoefic?cia dos alunos que n?o trabalham est?o baseadas em expectativas psicol?gicas enquanto que os alunos que trabalham demonstraram que suas cren?as de efic?cia est?o sustentadas em experi?ncias anteriores. O aluno que n?o trabalha demonstrou-se bastante confiante em suas capacidades para alcan?ar desempenhos de sucesso em suas atividades, acreditando ser f?cil alcan?ar seus objetivos e enfrentar situa??es dif?ceis no trabalho, bastando investir esfor?o necess?rio e confiar nas suas habilidades. Aquele que tem experi?ncia de trabalho mostrou-se confiante em suas capacidades para realizar cursos de a??o, embora saiba que n?o ? f?cil alcan?ar seus objetivos e em situa??es inesperadas demonstrou ter desenvoltura para resolver os problemas dif?ceis
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Humphrey, Loretta Sue. "Feral Cats and the People Who Care for Them." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1663.
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Sociologists have described the characteristics of individuals who become involved in social movements, their motivations for becoming involved, and the methods used to recruit participants. One group that has been underrepresented in the existing literature is feral cat caretakers. The purpose of this study is to examine the traits of this group, information which would be valuable to groups dedicated to educating the public about the plight of feral cats, groups which offer information and resources to caretakers, individuals wishing to network with other feral cat caretakers, and policy makers in need of knowing what options exist to deal with feral cats.
A small sample of fifteen participants was interviewed either face-to-face or by email. Questions were open-ended to facilitate individual discussion and expression. The sample was drawn from personal acquaintances, recruitment letters posted in spay/neuter clinics, email blasts to members of feral cat networks, and referrals from participants.
Results demonstrated that while the demographics of the participants were similar to others involved in social movements, there were some differences in their recruitment methods and involvement in organized groups. Feral cat caretakers demonstrated a very strong sense of personal efficacy and self motivation.
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Flowers, Nicole. "The Effect of Personal Therapy on Graduate Students of Clinical Psychology| A Quantitative Study on Self-Perceived Clinical Self-Efficacy and Other Psychodynamic Constructs." Thesis, The Chicago School of Professional Psychology, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10639639.
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The literature was studied with a historical consideration to examine trends that began with analysts being required to undergo their own analysis, to modern day where a recommendation holds firm to suggest personal therapy for therapists, but is not always enforced. This study bridges the gap on a quantitative study on the effect of personal therapy on self-perceived clinical self-efficacy and other psychodynamic constructs. Self-perceived clinical self-efficacy, confidentiality and the importance of therapy in a clinical psychology graduate program were analyzed with respect to those participants in a clinical psychology program who had personal therapy and those who had not. Results showed that there was an overall benefit to personal therapy on clinical practice and that students believed that personal therapy should be part of clinical psychology programs. The data findings suggest that personal therapy is valuable for professional practice, that students believe it should be part of an academic program in clinical psychology, and that fears of confidentiality being breached are mostly unfounded.
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Kreischer-Gajewicz, Gloria M. "Examination of the Change in Science Content Knowledge, Personal Science Teacher Efficacy, and Science Teaching Outcome Expectancy Due to Participation in Modeling Instruction Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573661362296739.
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Sarikaya, Hilal. "Preservice Elementary Teachers'." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605301/index.pdf.
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This study intended to explore preservice elementary teachers&rsquoscience knowledge level, attitude toward science teaching and their efficacy beliefs regarding science teaching. In addition, the contribution of science knowledge level and attitudes toward science teaching on Turkish preservice elementary teachers&rsquo
efficacy beliefs was investigated. The present study was conducted at the end of the spring semester of 2003- 2004 academic year with a total number of 750 (n=531 females
n=216 males
and n=3 gender not provided) fourth-year preservice elementary teachers who enrolled at elementary teacher education programs of nine different universities in Turkey. Data were collected utilizing three questionnaires: the Science Teaching Efficacy Belief Instrument (STEBI-B) developed by Riggs and Enochs (1990), Science Achievement Test, and Science Teaching Attitude Scale developed by Thompson and Shrigley (1986). Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the self-efficacy survey indicated that preservice elementary teachers had moderate sense of self-efficacy beliefs regarding science teaching on both Personal Science Teaching Efficacy and Outcome Expectancy dimensions of the STEBI-B. Also, preservice elementary teachers indicated low level of science knowledge and generally positive attitude toward science teaching. Furthermore, science knowledge level and attitude towards science teaching made a statistically significant contribution to the variation in preservice elementary teachers&rsquo
personal science teaching efficacy beliefs and outcome expectancy.
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Medeiros, Ana Micaela Lima. "O impacto na autoeficácia percebida de crenças e jovens sobredotados de um programa de competencias pessoais, sociais emocionais." Master's thesis, Universidade Portucalense, 2015. http://hdl.handle.net/11328/1354.
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Dissertação de Mestrado em Psicologia Clínica e da Saúde.Este estudo, na sequência do trabalho de Merriman (2012), remete para a pertinência dos programas de intervenção focados na autoeficácia de crianças e jovens sobredotados e surge na linha das conclusões de estudos (e.g. Turki & Al-Qaisy, 2012) que apontam para a existência de uma relação entre os problemas de ajustamento psicológico de indivíduos sobredotados (Baker, 2004; Bahia & Trindade, 2012; Garcia-Santos, Almeida & Cruz, 2012; Miranda, 2014; Rocha, Almeida, Cruz, Fonseca, & Félix, 2014; Lehman & Erdwins, 2004; Salgado, Almeida, Silva & Martins, 2011) e a autoeficácia. Foi realizado um estudo na Associação Nacional para o Estudo e Intervenção na Sobredotação (ANEIS), no qual se averiguou o impacto na autoeficácia percebida em crianças e jovens sobredotados após a frequência de um Programa de Competências Pessoais Sociais e Emocionais (PCPSE). Foi aplicada a Escala Multidimensional da Autoeficácia Percebida (EMAEP), versão portuguesa adaptada por Odília Teixeira (2008), em dois momentos (pré e pós frequência do PCPSE), o que possibilitou a avaliação dos níveis de autoeficácia com o programa acima mencionado. Este estudo apresenta dados inovadores no que reporta à relação da autoeficácia com a sobredotação, pois assinala que os programas centrados no desenvolvimento de competências pessoais, sociais e emocionais, não têm influxo na autoeficácia percebida de crianças e jovens sobredotados. Como principal implicação desta investigação, destacamos a relevância dos programas de desenvolvimento de competências pessoais, sociais e emocionais no ajustamento e bem-estar psicológico de crianças e jovens sobredotados e o interesse de potenciar-se o acompanhamento especializado e permanente a estes indivíduos.
This study, following the work of Merriman (2012), refers to the appropriateness of the intervention programmes focused on self-efficacy of gifted children and young people and in line with the conclusions of studies (e.g. Turki Al-Qaisy &, 2012) that point to the existence of a relationship between psychological adjustment problems of gifted individuals (Baker, 2004; Bahia & Trinity, 2012; Garcia Santos Almeida & cross, 2012; Miranda, 2014; Rock, Almeida, cross, Fonseca, & Felix, 2014; Lehman & Erdwins, 2004; Salgado, Almeida, Silva & Martins, 2011) and self-efficacy. A study was conducted in the National Association for the study and intervention on Giftedness (RINGS), which examined the impact on perceived self-efficacy in gifted children and youth after the frequency of a program of Personal social and emotional Skills (PCPSE). Was applied to Multidimensional Scale of Perceived Self-efficacy (EMAEP), portuguese version adapted by Odilia Teixeira (2008), in two times (pre and post PCPSE frequency), allowing the evaluation of the levels of self-efficacy with the aforementioned program. This study presents innovative data that reports the relationship of self-efficacy with giftedness, because notes that programmes focusing on the development of personal, social and emotional skills, have no influx in perceived self-efficacy of gifted children and young people. The main implication of this investigation, we highlight the relevance of personal skills development programs, social and emotional adjustment and psychological well-being of gifted children and young people and the interest of promoting the specialized and permanent follow-up to these individuals.
Orientação:Prof. Doutora Cristina Costa Lobo e sob a co-orientação da Prof. Doutora Ema Oliveira
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Gonzales, Salazar Maria Claudia. "Síndrome de Burnout y Autoeficacia general en personales de salud en el ámbito deportivo." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/655731.
Full textAbstract:
El objetivo de esta investigación es analizar la relación entre el síndrome de burnout y la autoeficacia general en una muestra de profesionales de salud en el ámbito deportivo. El método utilizado fue un estudio transversal del tipo descriptivo correlacional. La muestra estuvo constituida por un total de 50 profesionales de salud tales como psicólogos, nutricionistas y fisioterapeutas (28 hombres y 22 mujeres). Se utilizaron el Inventario de Burnout de Maslach y la Escala de Autoeficacia General de Baessler y Schwarzer. Para el análisis descriptivo se utilizaron medidas de tendencia central. Se empleó la prueba Rho de Spearman para el análisis de correlaciones entre la autoeficacia y las dimensiones del síndrome de burnout y para el análisis inferencial se utilizaron la U de Mann Whitney y Kruskal-Wallis. Los resultados indicaron una correlación negativa y estadísticamente significativa de la autoeficacia con la dimensión despersonalización; (Rho=-.464), mientras que se mantuvo una correlación positiva con la dimensión realización personal (Rho=.384). Además, se demostró que existían diferencias estadísticamente significativas entre la cantidad de horas de trabajo y las dimensiones cansancio emocional y realización personal. Finalmente, se evidenció que no existen diferencias estadísticamente significativas entre la variable sexo y las dimensiones de burnout.The objective of this research is to analyze the relationship between burnout syndrome and general self-efficacy in a sample of health professionals in the sports field. The method used was a cross-sectional study of the descriptive correlational type. The sample consisted of a total of 50 health professionals such as psychologists, nutritionists, and physical therapists (28 men and 22 women). The Maslach Burnout Inventory and the Baessler and Schwarzer General Self-Efficacy Scale were used. For the descriptive analysis, measures of central tendency were used. Spearman's Rho test was used for the analysis of correlations between self-efficacy and the dimensions of burnout syndrome, and the Mann Whitney and Kruskal-Wallis U were used for inferential analysis. The results indicated a statistically significant negative correlation of self-efficacy with the depersonalization dimension (Rho=-.464); while a positive correlation was maintained with the personal fulfillment dimension (Rho=.384). In addition, it was shown that there were statistically significant differences between the number of working hours and the dimensions of emotional exhaustion and personal fulfillment. Finally, it was evidenced that there are no statistically significant differences between the sex variable and the burnout dimensions.
Tesis
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Romano, Dawn. "The Impact of Preparation, Field Experience and Personal Awareness on Counsleors' Attitudes Toward Providing Services to Section 504 Students with Learning Disabilities." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/388.
Full textAbstract:
Although school counselors strive to address the needs of all students, children with learning disabilities are often overlooked (Bergin & Bergin, 2005; Dahir, 2004). Under federal requirements, all federally funded schools are required to provide services to students with disabilities. Further, the American School Counselor Association's (ASCA) model for school counseling programs stipulates that school counselors should ensure appropriate services are provided to all students (Milsom, 2002). Research has been completed regarding teachers' attitudes toward complying with the federal mandates (Bateman & Bateman, 2002; Rea & Davis-Dorsey, 2004). There is, however, considerably less information regarding school counselors' roles, and only minimal information on their attitudes and background experience regarding learning disabilities (Frye, 2005; Greene & Valesky, 1998; Milsom, 2002). School counselors from ASCA's southern region were asked to respond to the Attitudes Toward Learning Disabilities Instrument online survey. The findings of this study demonstrated that although school counselors overwhelmingly support ASCA's guidelines, few have the full credentials outlined by the ASCA model. A majority of the counselors in this study had little or no educational training and reported feeling unprepared to address educationally-based tasks such as developing classroom accommodations, or acting as a consultant to the school staff on learning disability issues. In contrast, one third of the participants in this study were certified teachers who reported feeling prepared and confident about all areas of academic and disability services. These results support the conclusions of previous research which indicated that counselor preparation and years of experience were found to be related to more positive attitudes toward inclusion (Greene & Valesky, 1998; Greer & Greer, 1995; Milsom, 2002; Milsom & Akos, 2003) Availability Unrestricted: Release the