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Journal articles on the topic 'Personal efficacy'

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Published: 4 June 2021
Last updated: 21 February 2023

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1

Perkinson, Margaret. "Maximizing Personal Efficacy In Older Adults:." Physical & Occupational Therapy In Geriatrics 10, no. 3 (February 28, 1993): 57–72. http://dx.doi.org/10.1300/j148v10n03_05.

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2

Perkinson, Margaret A. "Maximizing Personal Efficacy In Older Adults:." Physical & Occupational Therapy In Geriatrics 10, no. 3 (January 1993): 57–72. http://dx.doi.org/10.1080/j148v10n03_05.

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3

Edwards, Jennifer L., Kathy E. Green, and Cherie A. Lyons. "Personal empowerment, efficacy, and environmental characteristics." Journal of Educational Administration 40, no. 1 (February 2002): 67–86. http://dx.doi.org/10.1108/09578230210415652.

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4

Fernandez-Ballesteros, Rocio, Juan Diez-Nicolas, Gian Vittorio Caprara, Claudio Barbaranelli, and Albert Bandura. "Determinants and Structural Relation of Personal Efficacy to Collective Efficacy." Applied Psychology 51, no. 1 (January 2002): 107–25. http://dx.doi.org/10.1111/1464-0597.00081.

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5

Benz, Carolyn R., Larry Bradley, M. Kay Alderman, and Mary Ann Flowers. "Personal Teaching Efficacy: Developmental Relationships in Education." Journal of Educational Research 85, no. 5 (May 1992): 274–85. http://dx.doi.org/10.1080/00220671.1992.9941127.

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6

Brummert Lennings, Heidi Isabel, and Kay Bussey. "Personal agency in children." International Journal of Behavioral Development 41, no. 3 (March 1, 2016): 432–43. http://dx.doi.org/10.1177/0165025416635282.

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The aim of this study is to develop a multidimensional measure for assessing children’s personal agency to handle parental conflict through their coping self-efficacy beliefs (Bandura, 1997). Coping self-efficacy beliefs are individuals’ perceived ability to motivate themselves, access cognitive resources, and perform the actions required to take control of stressful situations. This study examines the psychometric properties and validation of the newly created Parental Conflict Coping Self-Efficacy Scale (PCC-SES). The study was based on 663 children, in grades 5 and 7 and their mothers. An exploratory factor analysis and confirmatory factor analysis through structural equation modeling supported the structure of the PCC-SES. The PCC-SES’s structure was facilitated by three global strategies, namely Proactive Behavior (problem solving and seeking social support), Avoiding Maladaptive Cognitions (avoiding preoccupation, avoiding self-blame and distancing) and Avoiding Maladaptive Behavior (avoiding aggression and avoiding overinvolvement).
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7

Goulding, R. "Personal View." Human & Experimental Toxicology 10, no. 6 (November 1991): 401–4. http://dx.doi.org/10.1177/096032719101000606.

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1 Following the establishment, in the USA, of the first poisons information centre, in 1953, the movement has grown globally. Originally, such a service was intended to meet an emergency need. Its efficacy has still not been objectively audited. 2 The suggestion now is that clinical toxicology has become such a diverse subject within the community that simply answering emergency calls over the telephone is not enough. Instead, expertly staffed clinical toxicology units should be set up to cater for much wider problems.
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8

Dunlop, William L., Daniel J. Beatty, and Mark R. Beauchamp. "Examining the Influence of Other-Efficacy and Self-Efficacy on Personal Performance." Journal of Sport and Exercise Psychology 33, no. 4 (August 2011): 586–93. http://dx.doi.org/10.1123/jsep.33.4.586.

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This research examined the relative effects of other-efficacy and self-efficacy beliefs in relation to individual performance within a cooperative dyadic setting. Pairs of female participants (Mage = 20.08, SD = 1.93) performed three practice trials on a dyadic dance-based videogame. Other-efficacy and self-efficacy beliefs were then manipulated through the provision of bogus feedback regarding each pair member's coordination abilities. Following the administration of this feedback, pairs performed a final trial on this dance-based task. The results revealed a main effect for other-efficacy, such that participants in the enhanced other-efficacy conditions outperformed those in the inhibited other-efficacy conditions on this task. A main effect for self-efficacy was not observed. Furthermore, there was no evidence of an interaction between other-efficacy and self-efficacy. The results of this study suggest that other-efficacy may supersede the effects of self-efficacy in supporting personal performance within cooperative relational contexts.
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9

Kane, Thomas D., Michelle A. Marks, Stephen J. Zaccaro, and Virginia Blair. "Self-Efficacy, Personal Goals, and Wrestlers’ Self-Regulation." Journal of Sport and Exercise Psychology 18, no. 1 (March 1996): 36–48. http://dx.doi.org/10.1123/jsep.18.1.36.

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Goal theory (Locke & Latham, 1990) and social cognitive theory (Bandura, 1986) converged on a single model describing the relationships among prior performance, self-efficacy, personal goals, and individual performance. The model, portraying self-regulatory processes, guided an investigation of the performance of 216 wrestlers competing at a wrestling camp. Two hypotheses were tested. First, general support was expected for the self-regulatory model. Second, self-efficacy was predicted to be especially relevant for performance under extremely competitive conditions (i.e., overtime match performance). Both hypotheses were supported. Analyses using LISREL VI supported the relationships posited by the self-regulatory model. Also, self-efficacy was found to be the only significant predictor of wrestlers’ performance in overtime matches.
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10

Nokes, Kathleen M., Jay Verkuilen, Dorothy E. Hickey, Judith C. James-Borga, and Jing Shan. "Developing a personal health record self-efficacy tool." Applied Nursing Research 26, no. 1 (February 2013): 32–39. http://dx.doi.org/10.1016/j.apnr.2012.06.001.

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11

Komarraju, Meera. "A Social-Cognitive Approach to Training Teaching Assistants." Teaching of Psychology 35, no. 4 (October 2008): 327–34. http://dx.doi.org/10.1080/00986280802374344.

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Across 4 years, 87 teaching assistants (TAs) completed measures designed to assess personal efficacy, teacher efficacy, and liking for teaching before (pretest) and after (posttest) a weeklong training program. Paired sample t tests revealed a significant increase in personal efficacy and liking for teaching, a significant positive correlation between personal efficacy and desire for teaching (at pretest), and a significant positive association among all 3 variables at posttest. Personal efficacy predicted a significant amount of variance in liking for teaching at pretest (24%) and posttest (28%). A social-cognitive framework explains how components of the training program contribute to increased TA personal efficacy and enjoyment of teaching.
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12

Lather, Anu Singh, and Sangeeta Mohan. "A Comparative Study of Executive and Non-Executive Associates of Delhi Metro Rail Corporation for Their Level of Commitment and Personal Efficiency." Vision: The Journal of Business Perspective 11, no. 4 (October 2007): 13–20. http://dx.doi.org/10.1177/097226290701100402.

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Present research was designed to study the level of commitment and personal efficacy amongst the associates of Delhi Metro Rail Corporation (DMRC) and also to understand the relationship between these two variables. Data was collected from 50 executives and 50 non-executives of DMRC. For this purpose, Organisational Commitment Instrument (OCI) and Personal Efficacy Test was administered individually to all employees. Chi-Square was applied to see the level of commitment and personal efficacy of executives and non-executives. The results were analysed using Chi–square test Pearson Product Moment correlation. The Chi–square results of commitment are shown in Table 1. The results revealed that Chi–square for commitment was 35.78, which was significant at 0.01 level. The comparison of results of executive and non–executive associates showed that large number of executive associates (n = 27) where highly committed, moderate number of employees (n = 15) fell into medium commitment range and few (n = 8) were low committed executives. The results were almost reverse in case of non–executive employees. There was only one employee from nonexecutive group who showed high level of commitment. Majority of this group was either moderately committed (n =22) or low on commitment (n = 27). The comparison of results on personal efficacy between executive and non-executive employees showed a Chi–square value of 27.01 significant at 0.01 level. The results reflect that the executive employees showed high personal efficacy (n =27), medium personal efficacy (n = 17) and few showed low personal efficacy (n = 6). The reverse trend was seen with the nonexecutive employees. Majority of employees showed low personal efficacy (n = 25) and medium personal efficacy (n = 20). There were only 5 non executive employees who showed high personal efficacy. The correlation coefficient of commitment with personal efficacy (n–100) came out to be 0.324 significant at 0.001 level.
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13

Rabinowitz, Stanley, Samuel Melamed, Esther Weisberg, Daniel Tal, and Joseph Ribak. "Personal Determinants of Leisure-Time Exercise Activities." Perceptual and Motor Skills 75, no. 3 (December 1992): 779–84. http://dx.doi.org/10.2466/pms.1992.75.3.779.

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This study investigated the importance of personal determinants such as self-efficacy, beliefs about the contribution of exercise, health locus of control, and dispositional optimism for leisure-time exercise in a working population. The main predictors of such exercise were beliefs and self-efficacy with the generalization of the latter to eat correctly. Beliefs and efficacy expectations were highly correlated. Neither health locus of control nor dispositional optimism was related to leisure-time exercise; however, optimism was related to the positive belief that exercise contributes to health. Ramifications of the findings were carefully described.
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14

권순형 and 김도기. "The structural relationship among Collective Teacher Efficacy, Personal Teacher Efficacy and Teacher-Collaboration." Journal of Korean Teacher Education 31, no. 2 (June 2014): 161–80. http://dx.doi.org/10.24211/tjkte.2014.31.2.161.

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15

Morgan, Brandon, Gideon P. de Bruin, and Karina de Bruin. "Operationalizing burnout in the Maslach Burnout Inventory–Student Survey: personal efficacy versus personal inefficacy." South African Journal of Psychology 44, no. 2 (March 20, 2014): 216–27. http://dx.doi.org/10.1177/0081246314528834.

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16

Aytaç Demirçivi, Kadriye. "Personal factors predicting EFL Learners’ writing anxiety." Global Journal of Foreign Language Teaching 10, no. 4 (November 30, 2020): 257–67. http://dx.doi.org/10.18844/gjflt.v10i4.5104.

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The present study investigated the relationship between writing anxiety with gender, writing self-efficacy and writing achievement, since this issue is quite common in foreign language classrooms and usually has a negative effect on students’ writing performance. The participants were 21 intermediate level students at a state university in Turkey. An independent samples t-test found no significant difference between the writing anxiety levels of males and females. A statistically significant negative correlation between writing anxiety and writing self-efficacy levels of the students was found in the correlation analysis. One-way analysis of variance (ANOVA) found a significant difference among three achievement groups regarding their writing anxiety levels. Lastly, the results of the two-way ANOVA indicated a main effect of writing anxiety on students’ actual written competence/skills but there was no main effect of gender. Moreover, the interactional effect of gender and writing anxiety was not statistically significant. These results indicate that although there is no relationship between students' gender and their writing anxiety level, students' writing achievement and writing self-efficacy have an effect on their writing anxiety level. This study also calls for more student-centred and process-oriented approaches in language classrooms. Keywords: Writing anxiety; gender; writing self-efficacy; writing achievement
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17

Ilgen, Mark, John McKellar, and Rudolf Moos. "Personal and Treatment-Related Predictors of Abstinence Self-Efficacy." Journal of Studies on Alcohol and Drugs 68, no. 1 (January 2007): 126–32. http://dx.doi.org/10.15288/jsad.2007.68.126.

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18

Poulou, Maria. "Personal Teaching Efficacy and Its Sources: Student teachers’ perceptions." Educational Psychology 27, no. 2 (April 2007): 191–218. http://dx.doi.org/10.1080/01443410601066693.

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19

Bandura, Albert. "Perceived self-efficacy in the exercise of personal agency." Journal of Applied Sport Psychology 2, no. 2 (September 1990): 128–63. http://dx.doi.org/10.1080/10413209008406426.

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20

Yeung, Ka Wah, and David Watkins. "Hong Kong Student Teachers' Personal Construction Of Teaching Efficacy." Educational Psychology 20, no. 2 (June 2000): 213–35. http://dx.doi.org/10.1080/713663713.

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21

Iriberri, Alicia, and Jesus Canelon. "PERSONAL INNOVATIVENESS AND SELF-EFFICACY ON ERP SYSTEMS ADOPTION." Journal of Academy of Business and Economics 15, no. 3 (October 1, 2015): 35–42. http://dx.doi.org/10.18374/jabe-15-3.5.

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22

Hicken, Allen, and Joel W. Simmons. "The Personal Vote and the Efficacy of Education Spending." American Journal of Political Science 52, no. 1 (January 18, 2008): 109–24. http://dx.doi.org/10.1111/j.1540-5907.2007.00302.x.

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23

Beckman, Heidi, Nathan Regier, and Judy Young. "Effect of Workplace Laughter Groups on Personal Efficacy Beliefs." Journal of Primary Prevention 28, no. 2 (March 1, 2007): 167–82. http://dx.doi.org/10.1007/s10935-007-0082-z.

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24

Holland, Jason M., Robert A. Neimeyer, Joseph M. Currier, and Jeffrey S. Berman. "The efficacy of personal construct therapy: A comprehensive review." Journal of Clinical Psychology 63, no. 1 (2006): 93–107. http://dx.doi.org/10.1002/jclp.20332.

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25

Golestaneh, Seyed Mousa. "Relationships between self-efficacy and personal hardiness and pain self-efficacy in university students." Journal of Research and Health 8, no. 2 (February 1, 2018): 182–88. http://dx.doi.org/10.29252/jrh.8.2.182.

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26

Theodorakis, Yannis. "Effects of Self-Efficacy, Satisfaction, and Personal Goals on Swimming Performance." Sport Psychologist 9, no. 3 (September 1995): 245–53. http://dx.doi.org/10.1123/tsp.9.3.245.

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The present study tested the effects of self-efficacy, past performance, personal goal setting, and self-satisfaction on swimming performance. Participants (N = 42) performed four trials of a specific swimming task with 10-min intervals between each trial. During the third and fourth trials they performed trials after setting personal goals and completing self-efficacy and selfsatisfaction scales. Results showed significant improvement in level of performance in these two trials. Past performance, self-efficacy, self-satisfaction, and personal goal setting were predictors of performance at the third and the fourth trial. A LISREL VI path analysis indicated that past performance was the main determinant of future performance. Personal goal setting was affected by level of past performance, as well as by perceived self-efficacy and satisfaction. In a second stage of analysis, past performance was eliminated, and results supported the mediating role of personal goals between self-efficacy and performance.
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27

Boateng, Philip, Ato Kwamina Arhin, Frank Owusu Sekyere, Asare Koto, and Samuel Nti Adarkwah. "Teaching efficacy beliefs of Ghanaian basic school teachers and their subject specializations." African Journal of Teacher Education 8 (November 27, 2019): 281–98. http://dx.doi.org/10.21083/ajote.v8i0.5372.

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This study explores personal teaching efficacy beliefs of basic school teachers in Ghana undergoing recertification to upgrade their qualification. The study examines whether the personal teaching efficacy of the teachers is affected by their subject specialisation. A descriptive survey design was employed for the study. Data for the study was obtained from a total of 185 in-service teachers selected randomly from a group of teachers who were undergoing recertification from diploma to bachelor degree in basic education in a teacher education university in Ghana. Teacher Sense of Efficacy Scale (TSES) was adapted and used to measure in-service teachers’ personal teaching efficacy beliefs. The findings of the study showed that in-service teachers have a high sense of personal teaching efficacy. The study also revealed that in-service teachers’ level of self-efficacy was not affected by their subject specialization.
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28

Kim, Woocheol, and Young Sup Hyun. "The impact of personal resources on turnover intention." European Journal of Training and Development 41, no. 8 (September 5, 2017): 705–21. http://dx.doi.org/10.1108/ejtd-05-2017-0048.

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Purpose This paper aims to investigate mediating effects of employees’ work engagement in the relationships between their personal resources (i.e. self-efficacy, organizational-based self-esteem and optimism) and turnover intention within Korean organizations. Design/methodology/approach A total of 571 survey responses collected from Korean organizations were utilized and analyzed to test the proposed research hypotheses by using structural equation modeling. Findings The results showed that all of personal resources had a positive impact on work engagement and work engagement had a negative impact on turnover intention. The results also revealed that although both organizational-based self-esteem and optimism had a negative impact on turnover intention, self-efficacy had an impact on turnover intention with the opposite way. In addition, work engagement mediated the relationships among self-efficacy, organizational-based self-esteem, optimism and turnover intention. Practical implications The findings of the study could suggest practical implications when human resource development (HRD) professionals consider appropriate human resource interventions (e.g. training intervention) as to how to create and maintain a working environment where employees are facilitated and learned to have high levels of personal resources (i.e. self-efficacy, organizational-based self-esteem and optimism), which leads to enhancing employees’ work engagement and positive outcomes (e.g. lower turnover intention). Originality/value Given that little research effort has been made to investigate the relationships among personal resources (i.e. self-efficacy, organizational-based self-esteem and optimism), work engagement and turnover intention, this research contributes to the HRD literature by adding empirical evidence of the relationships in the context of Korean organizations.
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29

Spieker, Casey J., and Verlin B. Hinsz. "REPEATED SUCCESS AND FAILURE INFLUENCES ON SELF-EFFICACY AND PERSONAL GOALS." Social Behavior and Personality: an international journal 32, no. 2 (January 1, 2004): 191–97. http://dx.doi.org/10.2224/sbp.2004.32.2.191.

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Research shows that challenging and specific goals in conjunction with high self-efficacy lead to higher levels of task performance. The impact of repeated success and failure on personal goals and self-efficacy was examined. Undergraduate students initially participated in two-idea generation tasks in which they generated different uses for common objects, such as a knife, which provided them with opportunities to either succeed or fail in goal attainment. Participants then set personal goals and judged their self-efficacy for a subsequent idea generation trial. Our results show that participants who experienced repeated successes set higher personal goals than did those with only a single success, while self-efficacy was not significantly influenced by repeated success or failure. These findings suggest that situational and personal factors such as reactions to prior successes and failures may influence personal goals on future tasks, but do not seem to have an influence on self-efficacy.
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30

Parker, Marian J., A. J. Guarino, and Roy Wade Smith. "Self-Efficacy in a Sample of Education Majors and Teachers." Psychological Reports 91, no. 3 (December 2002): 935–39. http://dx.doi.org/10.2466/pr0.2002.91.3.935.

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The teachers' self-efficacy, both personal and general, has a profound effect on students' learning. This study investigated the influence on education students' perceptions of their experience as teaching interns of Personal Teaching Efficacy and General Teaching Efficacy. The participants were 196 undergraduates and graduate students who were preparing for or active as interns in teaching or were teachers. There was a significant effect between Personal Teaching Efficacy and General Teaching Efficacy scores, with all respondents scoring higher on the former scale. A significant interaction indicated that students who had not completed internships scored significantly higher on General Teaching Efficacy than either students who had just completed internships or those who were engaged in teaching. Implications are discussed.
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31

Lyons, Paul, and Randall Bandura. "Self-efficacy: core of employee success." Development and Learning in Organizations: An International Journal 33, no. 3 (May 7, 2019): 9–12. http://dx.doi.org/10.1108/dlo-04-2018-0045.

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Purpose This viewpoint demonstrates the importance and significance of individual self-efficacy beliefs and perceptions with regard to performance and in relation to self-regulated learning. The concept of self-efficacy has been widely researched and reported mainly in academic journals. This viewpoint aims to clearly explain the concept and its formation, give some details of its relationship with performance and persistence in effort, and present some specific advice for managers and supervisors pertaining to guiding and assisting employees. Design/methodology/approach This paper is built upon the following: a thorough review of the literature regarding the topic of self-efficacy, the practical experience of the authors in mentoring and supervising employees, and a desire to offer specific, helpful advice to managers/supervisors in enhancing and stimulating employee self-efficacy and personal learning. Findings The body of research across several domains, such as business, education (mostly pre-college), psychology, and athletics, clearly reveals that personal self-efficacy beliefs/perceptions can be highly motivational with regard to performance and improvement in learning tactics and strategies. This study finds that little attention has been given to advising managers/supervisors in assisting employees to enhance personal self-efficacy, hence the effort to provide direct advice. Originality/value There have been a few attempts to link self-efficacy with self-regulated learning. Both concepts are valuable when it comes to individual effectiveness in performance and in one’s personal growth; and this study highlights the coordination between the two. Originality and value are represented in the advice offered for managers/supervisors using the ordered, process steps of self-regulated learning as an organizing basis.
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32

Kudusheva, N. A., and I. K. Amanova. "PERSONALITIES OF PSYCHOLOGY STUDENTS DYNAMIC FEATURES OF SELF-EFFICIENCY." BULLETIN Series Psychology 65, no. 4 (December 22, 2020): 185–91. http://dx.doi.org/10.51889/2020-4.1728-7847.33.

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The article deals with the problem of the dynamics of personal self-efficacy of psychology students during their studies at the University. Theoretical approaches to understanding the term "self-efficacy" and its relation to related concepts related to psychological confidence and personal potential are analyzed.The actual problem of personal self-efficacy of psychology students is discussed.The results of an empirical study of the dynamic characteristics of self-efficacy of a sample of 80 students are presented, and statistical indicators of subject self-efficacy and development of self-efficacy in communication, their relationship with the motivation for choosing a profession and the level of self-attitude are determined.Dynamism, integrity and multicomponent nature of self-efficacy; non-linear nature of its development at different stages of training; the relationship between the level of self-efficacy development and the experience of independent work.
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33

Doran, Adele, and Gill Pomfret. "Exploring efficacy in personal constraint negotiation: An ethnography of mountaineering tourists." Tourist Studies 19, no. 4 (April 1, 2019): 475–95. http://dx.doi.org/10.1177/1468797619837965.

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Limited work has explored the relationship between efficacy and personal constraint negotiation for adventure tourists, yet efficacy is pivotal to successful activity participation as it influences people’s perceived ability to cope with constraints, and their decision to use negotiation strategies. This article explores these themes with participants of a commercially organised mountaineering expedition. Phenomenology-based ethnography was adopted to appreciate the social and cultural mountaineering setting from an emic perspective. Ethnography is already being used to understand adventure participation, yet there is considerable scope to employ it further through researchers immersing themselves into the experience. The findings capture the interaction between the ethnographer and the group members, and provide an embodied account using their lived experiences. Findings reveal that personal mountaineering skills, personal fitness, altitude sickness and fatigue were the four key types of personal constraint. Self-efficacy, negotiation-efficacy and other factors, such as hardiness and motivation, influenced the effectiveness of negotiation strategies. Training, rest days, personal health and positive self-talk were negotiation strategies. A conceptual model illustrates these results and demonstrates the interplay between efficacy and the personal constraint negotiation journey for led mountaineers.
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34

Batool, Iram, Ruqia Safdar Bajwa, Hamida Bibi, and Asghar Ali Shah. "Impact of Self Efficacy on Personal Growth among Distance Learners." Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) 3, no. 1 (July 12, 2017): 21–34. http://dx.doi.org/10.32879/pjpbs.2017.3.1.21-34.

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Self-efficacy is the person’s complete belief on his or her abilities that he or she succeeds in a specific situation. Different activities covered by Personal growth which develop aptitudes, improve identity and boost our quality of life. The present study was intended to explore the impact of self-efficacy on personal growth among distance learners. It was deeply focused on new emerging trend of distance learning in Pakistan. Data was collected through simple random sampling from participants (males and females) aged 20-32. For the purpose of data collection two scales were used in this research i.e., Personal Growth Initiative Scale (PGIS -II; Robitschek, Ashton, Spering, Geiger, Byers, Schotts, & Thoen, 2012) and Self Efficacy scale (Schwarzer &Jerusalem,2000). Analysis of the data revealed that there is a significant impact of self-efficacy on personal growth. No gender differences were found on personal growth Initiative and self-efficacy. The findings conclude that the present study will be fruitful in uplifting the society’s emerging trend of distance learning and to provide quality education to the door step of every member of the society.
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35

Harrison, Mandy, Lisa Gross, and Jennifer McGee. "An Investigation into the Impact of Environmental Education Certification on Perceptions of Personal Teaching Efficacy." Journal of Interpretation Research 22, no. 2 (November 2017): 5–17. http://dx.doi.org/10.1177/109258721702200202.

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The purpose of this study is to examine how participation in the North Carolina Environmental Educator (NCEE) program influences the individual's perceived self-efficacy. Specifically, this study examines the impact of NCEE certification on participants’ perceived personal teaching self-efficacy. This study compared personal teaching efficacy scores of certified environmental educators, non-certified environmental educators, and licensed schoolteachers. The study found significant differences in teaching efficacy between certified and non-certified environmental educators, as well as certified environmental educators and licensed school teachers. In addition, the study found no significant difference in efficacy scores between NCEE certified licensed school teachers and NCEE certified environmental educators. Results of this study indicate a link between environmental education certification and higher personal teaching efficacy.
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36

Kravchuk, Svetlana. "Willingness to Forgive Oneself and Others as a Way of Personal Growth of University Students." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 262–79. http://dx.doi.org/10.18662/rrem/13.3/451.

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The article is devoted to the problem the personal growth of students in educational environment. It is indicated that psychological consultation with students in the educational environment on interpersonal problems is a factor in their personal development. The relationship between willingness to forgiveness oneself and others and personal growth in university students is analyzed. The factors of personal personal growth in university students were investigated. The following hypotheses were formulated: 1) willingness to forgive oneself and others, trait forgivingness in university students are positively correlated with personal growth, personal self-efficacy; 2) willingness to forgive oneself and others, trait forgivingness, hardiness, sociability, psychological resilience are significant factors of personal growth in university students. The participants were 512 Ukrainian university students (260 women; 252 men). Scale of Deep Readiness for Forgiveness, Trait Forgivingness (dispositional) Scale, Overall Self-efficacy Scale, Scale of psychological well-being, Psychological Resilience Scale (PRS-11), Freiburg Personality Inventory, Hardiness Test, Mental Health Outcome Measures, Depression and Anxiety (BSI – 12) were applied. Pearson’s correlation coefficients to test the features of the relationship between willingness to forgiveness and personal growth, personal self-efficacy in university students were investigated. The multiple regression analysis for the factors of personal growth in university students was performed. The important factors of personal growth were identified by the study. High levels of willingness to forgiveness, trait forgivingness, sociability, personal self-efficacy, autonomy, psychological resilience, hardiness, self-acceptance increase personal growth university students. The presented findings should be taken into account by persons offering professional support for university students.
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37

ALLINDER, ROSE M. "An Examination of the Relationship Between Teacher Efficacy and Curriculum-Based Measurement and Student Achievement." Remedial and Special Education 16, no. 4 (July 1995): 247–54. http://dx.doi.org/10.1177/074193259501600408.

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This study examined the relationship between special education teachers' sense of personal and teaching efficacy and (a) their use of a formative evaluation method (curriculum-based measurement) and (b) the amount of growth they effected among their students. nineteen special education teachers monitored two students with mild disabilities over 16 weeks in math computation using curriculum-based measurement. results indicated that teachers with high personal efficacy and high teaching efficacy increased end-of-year goals more often for their students; teachers with high teaching efficacy set end-of-year goals that were more ambitious for their students. teachers with high personal efficacy effected significantly greater growth. suggestions for additional research and implications for practice are discussed.
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Yun-Sik Lee and Lee, Hyo-Shin. "The Relationship among School Organizational Health, Personal Teacher Efficacy, Collective Teacher Efficacy and Teaching Professionalism." Journal of Korean Teacher Education 29, no. 4 (December 2012): 541–64. http://dx.doi.org/10.24211/tjkte.2012.29.4.541.

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Burris, Scott, Katy McLaughlin, Abigail McCulloch, Todd Brashears, and Steve Fraze. "A Comparison of First and Fifth Year Agriculture Teachers on Personal Teaching Efficacy, General Teaching Efficacy and Content Efficacy." Journal of Agricultural Education 51, no. 1 (March 1, 2010): 23–31. http://dx.doi.org/10.5032/jae.2010.01022.

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Casanova, Daniela Couto Guerreiro, and Roberta Gurgel Azzi. "Personal and Collective Efficacy Beliefs Scales to Educators: Evidences of Validity." Psico-USF 20, no. 3 (December 2015): 399–409. http://dx.doi.org/10.1590/1413-82712015200303.

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Abstract This paper presents the Teacher Self-efficacy Scale, short version, and the School Collective Beliefs Scale adaptation and search of validities evidences process. After the semantic-cultural adaptation process, this study was composed by 380 educators from the public educational system in the state of São Paulo. The teacher self-efficacy scale, composed by 12 items, was organized into three factors. The School Collective Efficacy scale, composed by 12 items, was structured into two factors. Such adaptations, through the exploratory factor analysis yielded similar factor structure to the original scales, showed good evidence for variance explained, and internal consistency. Convergent validity was verified by the significant correlation between self-efficacy and collective efficacy. Criteria validity was verified through significant correlations between these beliefs and school performance. It is suggested to increase the sample size to confirm these results.
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Hutabarat, Veronika, Enie Novieastari, Kuntarti Kuntarti, and Farida Murtiani. "Personal Characteristics and Nurses' Caring Behaviour." Media Keperawatan Indonesia 5, no. 2 (May 30, 2022): 93. http://dx.doi.org/10.26714/mki.5.2.2022.93-99.

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Caring behavior is a fundamental aspect of nurses in performing nursing care including professional attitudes, knowledge and skills that have an impact on nursing care and services and patient safety. Objective study to identify the relationship of personality characteristics with nurses caring behavior. Using a cross sectional design with a sample of 124 nurses working in the Jakarta Government Hospital. The research instrument consisted of nurse characteristics, nurse caring behavior, Core Self Evaluation (CSE) personality model characteristics and Dominance, Influence, Steadiness and Compliance (DISC) personality type characteristics. Characteristics of the CSE personality models have a moderate relationship and positive direction (p = 0, 0001, r = 0.496) with caring behavior, and the greatest correlation is self-efficacy (p = 0.0001, r = 0.528), and the lowest correlation is emotional stability (p = 0.0006, r = 0.243). While the DISC personality type and nurse characteristics have no relationship (p> 0.05). CSE personality model characteristics are related to nurses caring behaviour. While DISC personality type characteristics and nurse characteristics do not have a relationship with nurse caring behaviour. The factor that most influences caring behaviour is personality self-efficacy.
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Hill, Angelina, and Bea Babbitt. "Examining the Efficacy of Personal Response Devices in Army Training." Journal of Information Technology Education: Innovations in Practice 12 (2013): 001–11. http://dx.doi.org/10.28945/1759.

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Ushakovа, V. R. "Рsychological features of personal self-efficacy of air traffic controllers." RESEARCH RESULT. PEDAGOGIC AND PSYCHOLOGY OF EDUCATION 5, no. 2 (June 30, 2019): 71–82. http://dx.doi.org/10.18413/2313-8971-2019-5-2-0-7.

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Vrugt, Anneke, and Simone Koenis. "Perceived Self-efficacy, Personal Goals, Social Comparison, and Scientific Productivity." Applied Psychology 51, no. 4 (October 2002): 593–607. http://dx.doi.org/10.1111/1464-0597.00110.

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Burton, James P., Nola-Jean Bamberry, and Jason Harris-Boundy. "Developing Personal Teaching Efficacy in New Teachers in University Settings." Academy of Management Learning & Education 4, no. 2 (June 2005): 160–73. http://dx.doi.org/10.5465/amle.2005.17268563.

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Schonbrun, Yael, Jennifer E. Johnson, Bradley J. Anderson, Christine Timko, Megan Kurth, and Michael D. Stein. "Personal agency and alcohol abstinence self-efficacy among incarcerated women." Journal of Offender Rehabilitation 58, no. 8 (September 5, 2019): 678–95. http://dx.doi.org/10.1080/10509674.2019.1648353.

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Gladney, Keyonna Nicole, Eric Nelson, Asbjorn Osland, and Matthew VanSchenkhof. "Failure does not define me: personal experience and self-efficacy." Journal of Teaching in Travel & Tourism 19, no. 2 (January 19, 2019): 163–69. http://dx.doi.org/10.1080/15313220.2019.1566045.

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Kenley, Rodney S. "Efficacy of Heat Disinfection With the Aksys Personal Hemodialysis System." Home Hemodialysis International 1, no. 1 (January 1997): 36–40. http://dx.doi.org/10.1111/hdi.1997.1.1.36.

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Fritz, Janet J., Janet Miller-Heyl, Jill C. Kreutzer, and David Macphee. "Fostering Personal Teaching Efficacy Through Staff Development and Classroom Activities." Journal of Educational Research 88, no. 4 (March 1995): 200–208. http://dx.doi.org/10.1080/00220671.1995.9941301.

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Tasdan, Murat. "Turkish Primary School Teachers’ Perception of Personal and Occupational Efficacy." Procedia - Social and Behavioral Sciences 47 (2012): 987–1001. http://dx.doi.org/10.1016/j.sbspro.2012.06.768.

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