Tesis sobre el tema "Efficacy belief"
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1
Calongne, Lisa J. "Self-efficacy for employee participation: an exploratory investigation". Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/39145.
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This study explores self-efficacy as an explanation for individual differences in participation in a manufacturing organization with a structured participation program. Participation covers three distinct dimensions of behavior: (1) decision-making pertaining to tasks, (2) good citizenship in the form of extra effort and helping others, and (3) contributing to improvement in work processes. Self-efficacy refers to an individual's belief that he/she can successfully perform an activity in a specific situation. The project was based on an action research design in which the first phase examined the dimensionality of participation self-efficacy, the relationship between participation self-efficacy and actual ratings of participation, and the relationship between perceptions of situational factors and self-efficacy. Exploratory factor analysis found preliminary support for the three proposed dimensions of participation self-efficacy and also for a fourth communication dimension. Weak (e.g., r=.27) and non-significant correlations were found between self-efficacy and actual participation ratings. Situational factors were examined as perceptions of barriers which were proposed to be inversely related to self-efficacy. As expected, negative correlations (ranging from -.28 to -.45) were found between perceptions of situational factors and participation self-efficacy. Phase two of the project evaluated a critical thinking training program designed to increase employee participation. A Pre-test Post-test! Nonequivalent control group design was used to study the influence of training on learning self-efficacy and participation self-efficacy. ANOYA and ANCOVA found no significant differences in post-training self-efficacy between the trained group and the control group.Ph. D.
2
Chauke, Helani Elisa. "The influence of learning portfolios in learner self-efficacy belief / Helani Elisa Chauke". Thesis, North-West University, 2005. http://hdl.handle.net/10394/2411.
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Frontiera, Joe. "The relationship between leadership, efficacy belief, and performance among boys' high school basketball players". Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4557.
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White, Victor Nollen. "The Use of the Expanded Health Belief Model (EHBM) To Evaluate Osteoporosis Attitudes, Knowledge, Beliefs and Self Efficacy of Nez Perce Tribal and Non Nez Perce Tribal Members in Nez Perce County, ID". OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1199.
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AN ABSTRACT OF THE DISSERTATION OF VICTOR NOLLEN WHITE, for the Doctor of Philosophy degree in Health Education, presented On November 14, 2014, at Southern Illinois University Carbondale. Title: THE USE OF THE EXPANDED HEALTH BELIEF MODEL (EHBM) TO EVALAUTE OSTEOPOROSIS ATTITUDES, KNOWLEDGE, BELIEFS AND SELF-EFFICACY OF NEZ PERCE TRIBAL AND NON NEZ PERCE TRIBAL MEMBERS IN NEZ PERCE COUNTY, IDAHO. Major Professor: Dr. Dhitinut Ratnapradipa According to the State of Idaho, the National Osteoporosis Foundation, and the U.S. Department of Health and Human Services, osteoporosis is a public health concern nationally among non-Native American (NNA) and Native American (NA) populations. The purpose of this research project is to obtain written survey data on osteoporosis attitudes, knowledge, beliefs, and self-efficacy among male and female members of the Nez Perce Tribe (Nimiipuu) and non-Tribal members, aged 18 and over via voluntary completion of a written survey questionnaire based on the expanded health belief model (EHBM). The study was conducted in Nez Perce County, ID. The research involved determining whether or not there is a statistically significant difference in osteoporosis attitudes, knowledge, beliefs and self-efficacy among males and females, aged 18 and over Nez Perce Tribal members as compared to Non-Tribal members in Nez Perce County, ID. Non-Nez Perce tribal members are individuals whom are 1) Native Americans who are not members of the Nez Perce Tribe and 2) all Non-Native Americans in the research study. Exercise self-efficacy and gender seem to be the most significant variables showing evidence against the null hypotheses and in favor of the research hypothesis (Null Hypothesis: H0: Native American=Non-Native American. Research Hypothesis: H1: Native American ≠ Non-Native American). Age also shows evidence against the null hypothesis and in favor of the research hypothesis, but not as strongly as exercise and gender. Seriousness of osteoporosis was the most concern to all respondents and female Native Americans perceived the greatest barrier to preventing osteoporosis was being unable to access dietary calcium on a regular basis.
5
Xu, Zhi Jin. "An Osteoporosis Intervention Program for Chinese Women--Knowledge, Self-Efficacy, and Intention". Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214815.
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Public HealthPh.D.
Osteoporosis is a disease of the bone and skeletal system which weakens bone structure and results in fractures. The disease has caused a heavy economic burden in the U.S., especially among Americans over the age of 50. According to The Surgeon General's report on bone health in 2004 (U.S. Department of Health and Human Service (USDHHS), 2004), an estimated 10 million Americans over age 50 have osteoporosis, and another 34 million have osteopenia and are at risk of osteoporosis. The projected cost directly associated with osteoporosis is $34.0 billion in 2005 and will rise to more than $41.4 billion in 2025 (Vanness & Tosteson, 2005). Osteoporosis also results in serious and often devastating health problems for affected individuals (Riggs & Melton, 1995) because of the fractures it causes. Riggs and Melton (1995) estimated that each year 1.5 million people suffer an osteoporosis-related fracture. Unlike genetic risk factors that can be nearly impossible to modify, living on a calcium-rich diet is a lifestyle choice. Effective intervention programs can be useful tools to educate people to adopt a calcium-rich diet. Studies have shown that a calcium-rich diet can increase bone mineral density and intervention programs can facilitate the process of the lifestyle change (Wong, Lau, E.M., Lau, W.W., & Lynn, 2004; Lv & Brown, 2011). However, effective intervention programs against osteoporosis are limited for minorities, and specifically, for elderly Chinese women. The prevalence of osteoporosis in Chinese women is high but the knowledge level is low (Babbar et al., 2006; Lau, Woo, Leung, Swaminathan, & Leung, 1992), which provides an opportunity for intervention. A community-based intervention program was designed based on the modified health belief model (HBM). Its content was specifically tailored to the cultural background and the characteristics of the Chinese women living in the Greater Philadelphia area, based on the findings from previous studies. The intervention program was implemented and its effectiveness was evaluated in a 2-group quasi-experimental study. The study recruited eight (8) Chinese community organizations and assigned them to receive either the intervention program or the control program according to the timing of their agreement to participate and the balance of total participants recruited for each study group at the time. A total of 102 Chinese women were enrolled from the three (3) organizations that were assigned to the Intervention Group and 90 from the five (5) organizations that were assigned to the Control Group. Participants in the Intervention Group received a 30-mintue education session delivered in Chinese (Mandarin). The education focused on the Health Belief Model constructs in the context of osteoporosis intervention. It provided information about osteoporosis, including the functions of the bones, prevalence and risk factors. It highlighted participants' susceptibility to osteoporosis, the consequences and severity of the disease, and targeted messages to increase self-efficacy and decrease barriers. The contents were tailored to the study population. The osteoporosis education was delivered in plain language to suit the population's low educational level and used examples relevant to their cultural background. Participants in the Control Group watched a 30-minute video about liver functions and hepatitis B transmission and prevention. The study tested three (3) primary hypotheses that, compared with the Control Group, the Intervention Group at post-intervention would have 1) a higher knowledge level of osteoporosis, 2) a higher self-efficacy for adopting a calcium-rich diet, and 3) a higher intention level to consume more calcium-rich food items. The data were collected at three time points: baseline, post-intervention, and three months after the intervention. The scores of knowledge level and self-efficacy were analyzed by mixed linear regression models with adjustment of the baseline variables and accounted for the correlations among the participants from the same site. The intention stage was analyzed by a multinomial logistic regression model with adjustment of baseline intention stage and the baseline variables. The results for the study were consistent with all three primary hypotheses. The intervention program increased the knowledge level of osteoporosis and perceived self-efficacy in the Intervention Group. At post-intervention, the differences between the two study groups was 0.17 (95% CI: 0.02, 0.32; p-value<0.037) for the knowledge scores, and 0.34 (95% CI: 0.12, 0.56; p-value<0.001) for the self-efficacy scores. The results also suggested that the intervention program moved the participants in the Intervention Group to higher intention stages. The odds ratio (Intervention/Control Group) of being at a higher intention stage was 3.29 (95% CI: 1.23, 8.82; p-value=0.016). The study showed that the community-based and culturally tailored intervention program designed for the elderly Chinese women was effective. It increased the osteoporosis knowledge level and self-efficacy for adopting a calcium-rich diet and moved participants to a higher intention stage of consuming more calcium-rich food items. Additionally, the study showed that more than 50% of the participants had low bone mass. In conclusion, this intervention program reached a hard-to-reach population of elderly Chinese women and provided public health professionals a useful tool to work with. The high provalance of low bone mass in this population provided the public health agencies useful information to aid their decisions on resource allocation.
Temple University--Theses
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Carlisle, Alexandra. "Examining the self-regulatory model in women with rheumatoid arthritis : relationships between illness representations, coping procedures, self-efficacy belief and outcomes". Thesis, University of Surrey, 2001. http://epubs.surrey.ac.uk/1023/.
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Chan, Yung. "A study of changes in belief structures of preservice primary teachers involved in peer collaboration in science". Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36666/1/36666_Digitised%20Thesis.pdf.
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The study aimed at investigating to what extent and in what ways a peer collaboration program based on constructivist views and hands-on activities affected the science teaching self-efficacy beliefs of a group of preservice primary teachers in a Hong Kong context. The beliefs concerning the students' perceptions of their capability to teach science were grounded in Bandura's social cognitive theory of behaviour and motivation. This theory predicts that given certain experiences in which individuals perceive themselves to be competent in undertaking a particular behaviour they will engage and persist in the behaviour even in the face of adversity. The peer collaborative learning was underpinned by a constructivist inspired teaching approach with different strategies such as preset questions, concept mapping, students designing experiments, and small group discussions. The research design included both quasi-experimental and interpretive methodologies, giving rise to a rich data set. 186 full-time preservice primary teachers completing a science content module offered by the Hong Kong Institute of Education participated in the study. The research employed a Chinese version of the widely used Science Teaching Efficacy Beliefs Instrument that was specifically modified and validated by the candidate. It was confirmed that preservice primary teachers' science teaching self-efficacy increased significantly after completion of the program. Notwithstanding this statistical finding, large variations in the magnitude, and direction, of the change in individuals' science teaching self-efficacy were documented. Interview and observational data were employed to explore why such variations occurred. Ten assertions based on the research findings are presented, and their implications for science teacher education and primary science teaching in Hong Kong are discussed.
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Ozkan, Sule. "A Thesis Submitted To The Graduate School Of Natural And Applied Sciences Of The Middle East Technical University". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1051010/index.pdf.
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This study aimed to explore the roles of students’
motivational beliefs (self-efficacy, intrinsic value, test anxiety) and learning styles on tenth grade students&
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biology achievement. In this study Turkish version of the Motivated Strategies for Learning Questionnaire, Learning Style Inventory, and Biology Achievement Test were used as measuring instruments. Motivated Strategies for Learning Questionnaire was adapted into Turkish and pilot tested with 238 tenth grade students from two representative schools. The main study was conducted in 11 randomly selected schools throughout the Ç
ankaya and Yenimahalle districts of Ankara with a total of 980 tenth grade students in fall 2002-2003 semester. The data obtained from the administration of the measuring instruments were analyzed by using analyses of covariance (ANCOVA) and bivariate correlations. Results of the statistical analyses indicated that students&
#8217
learning styles had a significant effect on their biology achievement when students&
#8217
motivational beliefs were controlled. The most common learning style type was found to be assimilating for the subjects of this study. Moreover, the biology achievement test mean scores of assimilators were found to be higher than that of convergers, divergers, and accommodators. Bivariate correlations revealed low positive correlations between each of the three components of motivational belief and students&
#8217
biology achievement.
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Rogan, Ann I. "Negotiating a path to professional efficacy a narrative analysis of the experiences of four pre-service educators /". Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06062005-091616/.
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Ede, David E. Jr. "Self-Care Confidence Predicts Less Depression in Heart Failure". Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1624135356324155.
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Doherty, Kathryn Laing. "From Alarm to Action: Closing the Gap Between Belief and Behavior in Response to Climate Change". Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1406552403.
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Nishino, Takako. "Communicative Language Teaching in Japanese High Schools: Teachers' Beliefs and Classroom Practices". Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/54812.
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CITE/Language ArtsEd.D.
This study was an investigation of Japanese high school teachers' (N=139) beliefs and practices regarding communicative language teaching (CLT). Four research questions were posited concerning the beliefs that Japanese high school teachers hold regarding CLT, how Japanese high school teachers use CLT in the classroom, how Japanese teachers' beliefs and practices differ between academic and vocational high schools, and how the beliefs of Japanese high school teachers, their classroom practices, their learning experience, pre- and in-service training, perceived teaching efficacy, and contextual factors relate to and influence each other regarding the use of CLT. In order to provide answers to these questions, a survey, classroom observations, and interviews were conducted. Before conducting the quantitative analyses, the questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the questionnaire and to transform the raw scores into equal interval measures. Regarding the first and second research questions, the descriptive statistics showed that despite holding positive beliefs about CLT, the respondents to the survey did not frequently use communicative activities. With respect to the third research question, a MANOVA indicated that the types of schools (academic and vocational) did not significantly influence the survey respondents' beliefs and practices regarding CLT. Concerning the fourth research question, the Pearson correlation coefficients showed relatively strong correlations between (a) Classroom Practices and Student-related Communicative Conditions (r = .56) and (b) L2 Self-confidence and CLT Self-efficacy (r = .55). Also, the best fitting path model indicated that (a) Student-related Communicative Conditions impacted Classroom Practices, (b) Positive CLT Beliefs indirectly influenced Classroom Practices via CLT Self-efficacy, and (c) Exam-related Expectations affected most of the indicator variables and Classroom Practices. Related to this, qualitative results indicated that the respondents' learning experience, in-service training, and contextual factors influenced their beliefs and practices.
Temple University--Theses
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Cereser, Cristina Mie Ito. "As crenças de autoeficácia dos professores de música". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/31429.
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O presente trabalho teve como objetivo investigar as crenças de autoeficácia dos professores de música para atuar na educação básica em relação a variáveis demográficas e de contexto. O referencial teórico do trabalho está fundamentado na perspectiva social cognitiva, mais especificamente na teoria da autoeficácia de Bandura. De acordo com o meu objetivo o survey se mostrou o método mais adequado para realizar esta pesquisa. Como instrumento de coleta de dados foi utilizado o questionário autoadministrado publicado na internet. Esse questionário foi constituído de questões sobre informações pessoais e 21 itens em escala de Likert medidos em cinco pontos. Os itens da escala foram agrupados em cinco dimensões das crenças de autoeficácia do professor de música para atuar na educação básica: a) ensinar música; b) gerenciar o comportamento dos alunos; c) motivar os alunos; d) considerar a diversidade do aluno; e e) lidar com mudanças e desafios. Esse instrumento foi denominado de Escala de Autoeficácia do Professor de Música. Fizeram parte da amostra 148 professores e estagiários que atuavam na educação básica ministrando aula de música no currículo. A metodologia foi divida em duas fases. A fase 1 teve como objetivo testar o desenho da pesquisa, que seguiram as seguintes etapas: a) adaptação e elaboração da escala para investigar o grau das crenças de autoeficácia dos professores de música; b) estudo-piloto para verificar a confiabilidade do instrumento de medição; e c) seu layout e logística via internet. Na fase 2 foram realizadas a coleta e a análise de dados. Para análise dos dados foram utilizadas a estatística descritiva e a estatística inferencial. Os resultados apontaram que em geral os professores atribuíram altos e médios índices aos itens de todas as dimensões de crenças de autoeficácia. As dimensões que apresentaram menores índices de crenças de autoeficácia foram: gerenciar o comportamento dos alunos e motivar alunos. Esse resultado parece sugerir que os professores de música sentem menores crenças de autoeficácia em lidar com dimensões que se referem ao relacionamento interpessoal (professor-aluno). Além disso, foi constatado que quanto maior a faixa etária e tempo de atuação do professor de música maior tende ser o valor do escore médio da dimensão gerenciar o comportamento dos alunos. Esta pesquisa pretende contribuir para a área de educação musical ao trazer uma perspectiva teórico-metodológica para compreender as crenças de autoeficácia dos professores de música.The current work aimed to investigate the music teachers’ self-efficacy belief to teach in school related to demographic variables and context. The theoretical framework is based on social cognitive perspective, specifically on Bandura's self-efficacy theory. The survey has shown to be the most appropriate method to conduct this research. A self-administered questionnaire published on the internet was used as the data collection tool. This questionnaire was composed of questions about personal information and 21 items in 5-point Likert's scale. The scale items were grouped in five dimensions of music teacher self-efficacy belief to teach in school context: a) teach music; b) manage students' behavior; c) motivate students; d) consider the students' diversity; and e) cope with changes and challenges. This tool was called Music Teacher's Self- Efficacy Scale. The sample consisted of 148 teachers and trainees working on school teaching curricular music classes. Methodology was split into two phases. Phase 1 aimed testing the research design, following these stages: a) development of the scale to investigate music teachers' self-efficacy belief; b) a pilot study to check the reliability of the measurement tool; and c) its layout and logistics via internet. In phase 2 data collection and data analysis were performed. For data analysis we used descriptive statistics and inferential statistics. The results showed that teachers usually gave high and medium indexes in all self-efficacy belief dimensions. The dimensions showing the lowest self-efficacy scores were: manage students' behavior and motivate student. This result suggests that music teachers have lower self-efficacy belief when dealing with dimensions related to interpersonal relationship (teacher-student). Furthermore, it has been learned that the greater the age and work experience of the teacher, the higher is the average score in the dealing with managing students' behavior dimension. This research intends to contribute with the music education field providing a theoretic-methodological perspective to help understanding the music teachers’ self-efficacy belief.
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Gungoren, Savas. "The Effect Of Grade Level On Elementary School Students'". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610449/index.pdf.
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The aim of this study was twofold: first, to investigate the effect of grade level on students&rsquomotivational beliefs (self-efficacy, intrinsic value, mastery goals and performance goals) in science, and second to examine the relationships between students&rsquo
motivational beliefs and their science grades. The Turkish version of the Approaches to Learning Instrument (mastery goals and performance goals) and the Motivated Strategies for Learning Questionnaire (self-efficacy and intrinsic value) were used as data collection instruments. The Turkish version of the Approaches to Learning Instrument (ALI) was adopted into Turkish and pilot tested with 390 elementary school students. The main study was applied to 900 elementary school students in Grades 6 through 8 from 5 randomly selected schools in Bolu. The data obtained from the measuring instruments were analyzed by using Multivariate Analyses of Variance (MANOVA) and correlation analyses. Results of the analyses revealed that grade level has a significant effect on students&rsquo
motivational beliefs and as grade level increases student motivation in science declines. Accordingly, 6th grade students are found to be more self-efficacious in science and they show more intrinsic interest in science and study science course for the reasons of learning and mastering as well as showing their abilities to others compared to 7th grade and 8th grade students. Concerning the motivational level of 7 and 8 graders, results also showed that 7 graders&rsquo
motivational beliefs are more favorable than 8 graders. Moreover, results revealed significant positive relationships between all motivational belief variables and science grade in all grade levels except for the performance goal orientation. Additionally, significant positive relationships were found among all motivational belief variables.
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Rocha, Diego Marceli. "Crenças de autoeficácia e práticas docentes: uma análise de professores de física em um contexto de inovação". Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-31052012-103004/.
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Já há alguns anos presencia-se no Ensino de Física um conjunto de práticas consolidadas que dão maior ênfase aos conteúdos da Física Clássica em detrimento daqueles que se relacionam com a Física Moderna e Contemporânea (FMC), ainda que as pesquisas tenham mostrado nos últimos anos a necessidade de atualização dos currículos. Mas, por que tais mudanças não ocorrem? As crenças de autoeficácia (BANDURA, 1977) formam um constructo que possui uma interessante influência sobre o comportamento humano, desse modo, é importante compreender como as crenças de autoeficácia contribuem para o estabelecimento dessa realidade. O intuito é de tentar observar, através de uma pesquisa de natureza qualitativa, como as crenças de autoeficácia dos professores agem sobre suas práticas, dentro de um contexto de inovação. O contexto de inovação ao qual se refere este trabalho diz respeito às práticas com os conteúdos ligados à Física Moderna e Contemporânea. Para contemplar esses objetivos fez-se uso de três instrumentos para a coleta de dados: um questionário do tipo Likert, que foi utilizado para a aferição do nível de crenças de autoeficácia dos professores participantes de um curso de formação em FMC; um instrumento intermediário denominado de Situações, que auxiliou na definição final da amostra, bem como proporcionou conhecer um pouco mais das práticas dos sujeitos; e entrevistas semiestruturadas. Para as entrevistas, foram selecionados seis sujeitos que apresentavam distintos níveis de crenças de autoeficácia pessoal para compreender como as suas crenças de autoeficácia influem em seu trabalho com FMC. Os dados permitiram concluir que: i-) os professores que apresentaram um elevado nível de crença de autoeficácia pessoal são mais propensos a adoção de metodologias diversificadas e a implementação de conteúdos ligados a FMC para a promoção do interesse dos alunos; ii-) o reconhecimento de seu trabalho pelos alunos, bem como a relação afetiva com o conhecimento são interessantes fatores que contribuem para a estruturação das crenças de autoeficácia dos indivíduos; iii-) os professores que demonstraram elevado índice de crença de autoeficácia pessoal buscam alternativas para lidar com as dificuldades presentes em seu cotidiano; iv-) as persuasões verbais, realizadas pelos pares, influenciam de forma considerável os sujeitos que apresentaram baixos níveis de crenças de autoeficácia e parecem não serem tão decisivas sobre os sujeitos com altas crenças de autoeficácia; v-) os diferentes níveis de crenças de autoeficácia mostraram que os professores interpretam e lidam com situações semelhantes de forma distinta; vi-) a formação dos sujeitos é um fator relevante na constituição de suas crenças de autoeficácia. Esse estudo possibilitou também visualizar a relação intrínseca presente entre os níveis de crenças de autoeficácia dos indivíduos e a sua manifestação em contextos específicos. E, por fim, esse trabalho tornou possível enfatizar a problemática inerente aos instrumentos declarativos para aferição das crenças de autoeficácia dos indivíduos, o que reforçou a necessidade de estudos de natureza qualitativa nessa área de pesquisa.It has been already presence in the Physics teaching a set of consolidated practices that give more emphasis to the contents of the Classic Physics in detriment those that relate with Modern and Contemporary Physics (MCP), even though the research has shown in recent years the necessity of updating the resumes. But, why such changes do not occur? The self-efficacy beliefs (BANDURA, 1977) form a construct that has an interesting influence on the human behavior, in this manner, it is important to understand how those self-efficacy beliefs contribute for this reality establishment. The aim is to try to observe, through a qualitative research, how the self-efficacy beliefs of teachers about their practices act within a context of innovation. The innovation context in which this work is related concerns about the practices linked contents to the Modern and Contemporary Physics. To contemplate these objectives they used three instruments for the data collection: a Likert questionnaire, that was used for the gauging of the level of self-efficacy beliefs of the participant teachers of a course of formation in MCP; a intermediate instrument called of Situations, that assisted in the final definition of the sample, as well provided to know a little more about the practical of the teachers; and the semi-structuralized interviews. For the interviews, six teachers had been selected that presented distinct levels of personal self-efficacy beliefs to understand how their selfefficacy beliefs have an influence at their work with MCP. The data allowed us to conclude that: i) the teachers that had presented a high level of personal self-efficacy beliefs are more inclined to the adoption of diversified methodologies and the implementation of the contents related to the MCP for the promotion of interest often pupils; ii) the recognition of its work by the pupils, as well the affective relation with the knowledge are interesting factors that contribute for the organizations of the self-efficacy beliefs of the individuals; iii) the teachers that had demonstrated a high index of personal self-efficacy beliefs search for alternatives for dealing with the difficulties presented in their daily life; iv) the verbal persuasions, done in pairs, have an influence in a considerable form at those teachers that had presented basses levels of self-efficacy beliefs and seem not to be so decisive in the teachers with a high self-efficacy beliefs; v) the different levels of self-efficacy beliefs had shown that teachers interpret and deal with similar situations in distinct forms; vi)the formation of the teachers is a relevant factor in the constitution of its self-efficacy beliefs. This study could also make it possible to visualize the intrinsic relation presence among levels of self-efficacy beliefs of the individuals and its manifestation in specific contexts. And finally, this work has made it possible to emphasize the inherent problematic to the declarative instruments for gauging the self-efficacy beliefs of the individuals, what has strengthened the necessity of studies in a qualitative nature in this seek area.
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Sarge, Melanie Ann. "Are Your Eyes Really Bigger Than Your Stomach? An Investigation of the Importance of Selective Exposure to Weight Management Articles Featuring Exemplification and Conveying Efficacy for Potential Weight Management Belief and Behavior Change". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345227600.
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Jaina, J. "Relationships and self efficacy beliefs". Thesis, Cranfield University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392249.
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Kaui, Toni Marie Mapuana. "Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/79845.
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The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.Ph. D.
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Nye, Gary D. Adkison Judith Ann. "Principals' leadership beliefs". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9747.
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Santos, Rivanna Conceição. "A influência da satisfação no trabalho e da crença de autoeficácia do professor no seu engajamento profissional: o caso dos docentes do ensino médio da rede pública estadual da cidade de Aracaju - Sergipe". Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29787.
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A literatura científica tem apresentado, nas últimas décadas, a importância do engajamento das pessoas para a promoção da qualidade do trabalho. A satisfação profissional e a crença de autoeficácia dos trabalhadores são duas variáveis apontadas em pesquisas como preditoras do vigor, dedicação e absorção, correspondentes ao engajamento dos indivíduos à sua atividade profissional. Este conhecimento, produzido a partir do diálogo entre a Psicologia do Trabalho e das Organizações e da Teoria Social Cognitiva, vem expandindo-se para os vários setores laborais, nomeadamente, a área da educação. Diante das correlações apontadas entre estas variáveis, a presente pesquisa teve como objetivo “Analisar a influência da satisfação no trabalho e da crença de autoeficácia dos professores do Ensino Médio da Rede Pública Estadual da cidade de Aracaju sobre o seu engajamento profissional”. Os resultados, obtidos através das análises estatísticas realizadas no SPSS, apontam que a satisfação profissional e a crença de autoeficácia influenciam positivamente o nível de engajamento no trabalho dos participantes da presente pesquisa. Também verificamos que a satisfação profissional apresentou um nível mais elevado de predição em relação ao engajamento no trabalho do que a autoeficácia, na amostra de professores participantes da investigação. Os resultados deste estudo, somados a outras investigações com um maior número de participantes e com a utilização de métodos quantitativos, podem contribuir para o desenvolvimento de políticas públicas educacionais voltadas a impulsionar estas variáveis, ao nível da gestão governamental e da administração escolar direta. Desta forma, esta investigação poderá contribuir com a qualidade do trabalho docente e o sucesso da aprendizagem dos estudantes; The influence of job satisfaction and teacher self-efficacy belief in their professional engagement: the case of high state public school teachers in the city of Aracaju - Sergipe.
ABSTRACT:
The scientific literature has presented, in the last decades, the importance of people's engagement for the promotion of the quality of work. Professional satisfaction and the belief in workers' self-efficacy are two variables identified in researchs as predictors of vigor, dedication and absorption, corresponding to the engagement of individuals in their professional activity. This knowledge, produced from the dialogue between Work and Organizational Psychology and Social Cognitive Theory, has been expanding to the various labor sectors, namely, the area of education. In view of the correlations pointed out between these variables, the present research aimed to "Analyze the influence of job satisfaction and the belief in self-efficacy of teachers from the Secondary School of the State Public Network of the city of Aracaju on their professional engagement". The results, obtained through the statistical analyzes carried out in the SPSS, point out that professional satisfaction and the belief in self-efficacy positively influence the level of engagement in the work of the participants in this research. We also observed that job satisfaction showed a higher level of prediction in relation to engagement at work than self-efficacy, in the sample of teachers participating in the investigation. The results of this study, added to other investigations with a larger number of participants and the use of quantitative methods, can contribute to the development of public educational policies aimed at boosting these variables, at the level of government management and direct school administration. In this way, this investigation can contribute to the quality of teaching work and the success of students' learning.
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Hall, Natasha. "Provider-Initiated Condom Education, HIV, and STDs Among Older African American Women". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1646.
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Older African American (AA) women are at increased risk for HIV and STDs. The purpose of this quantitative study was to examine the influence of provider-initiated condom use education on condom use among unmarried, heterosexually active AA women aged 50 and over using the constructs of self-efficacy and attitudes of the health belief theoretical model. The relationships between provider education on condom use, condom use self-efficacy, condom use attitudes, and actual condom use were tested individually, and provider education on actual condom use was tested after controlling for condom use self-efficacy and attitudes among 95 study participants recruited primarily from Raleigh-Durham, NC. A 2-tailed sample t test or analysis of covariance was used for analysis. Provider education on condom usage failed to show a benefit with regard to condom usage, condom use self-efficacy, and attitudes toward condom usage. Additionally, women who received provider education on condom use were less likely to use condoms. Possibly these women had a low perception of risk and vulnerability to HIV and STDs, which correlated with lower condom use. The counter intuitive findings could also be related to another variable that was not tested and should spur more research. Results could be used to contribute to the design of an intervention model that specifically addresses the sexual behaviors of older AA women. Results of this study, combined with previous research, can help emphasize the need for improved patient-provider communication so that provider communication produces a more positive outcome and helps limit the spread of HIV and STDs, a limitation that would benefit individuals, whole communities, and the nation.
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Uzoff, Phuong Pham. "Virtual school teacher's science efficacy beliefs| The effects of community of practice on science-teaching efficacy beliefs". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646176.
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The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument.
The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.
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Federici, Roger Andre. "Principal Self-Efficacy : The Benefits of Efficacy Beliefs for Adaptive Functioning". Doctoral thesis, Norges teknisk-naturvitenskapelige universitet, Pedagogisk institutt, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-16371.
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One purpose of the present thesis was to develop and test the factor structure of a multidimensional and hierarchical Norwegian Principal Self-efficacy Scale. The scale was designed to capture principals’ self-efficacy in relation to different areas of responsibilities and relations. The development of the instrument was initiated with qualitative interviews with principals from different schools. Eight categories were derived from the interviews and a questionnaire was developed on the basis of these categories. Another purpose of the research was to investigate relations between principals’ self-efficacy and other work related psychological concepts and perceived contextual conditions. The research was conducted in two phases, a pilot and a main study. Participants in the pilot study were 300 principals of the population of Norwegian principals. Participants in the main study were 1818 principals from the same population. Data were collected by means of electronic questionnaires and analyzed be means of confirmatory factor analyses and structural equation modeling. The results clearly support the conceptualization of principal self-efficacy as a hierarchical and multidimensional construct. Moreover, the findings supported expectations that were derived from self-efficacy theory and previous research indicating that perceived self-efficacy influences individual’ cognitions and emotions, and determines how environmental opportunities and impediments are perceived.
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Holleb, Aimee Joy. "Principal Self-Efficacy Beliefs: What Factors Matter?" Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70909.
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Self-efficacy beliefs are evaluations people make about their capability to handle specific, future challenges. Self-efficacy belief levels predict actual success. Public school principals face ever-changing challenges. Understanding school principal self-efficacy beliefs and supporting the development of these beliefs is one way supervisors can help the future effectiveness of school principals. There are four main sources of information used to develop self-efficacy beliefs. These four sources of information are: mastery learning, vicarious learning, verbal persuasion, and emotional arousal. This multiple case study research examined the factors that influenced self-efficacy beliefs of elementary school principals prior to facing a personally meaningful challenge. The overall research question was: What Factors Attend to the Domains of Self-Efficacy Belief Formation in School Principals? The purpose of the research was to understand what information influenced the mindsets of principals as they formed their initial self-efficacy beliefs prior to facing a personally meaningful challenge.Ed. D.
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Pyros, Anne M. "Suburban Poverty: Teachers' Knowledge, Beliefs, and Efficacy". Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575889423556482.
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Herr, Scott William. "High School Health Education Teachers' Attitudes and Perceptions Related to Teaching HIV Prevention". University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1311274350.
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Spardello, Mollie E. "Creativity Beliefs of Elementary Students: Self-efficacy, Self-esteem and Beliefs in Between". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/art_design_theses/123.
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Creative development in students is an important aim for the art educator. The visual arts class can be a realm for exploring and nurturing creativity in students. While all students may not grow up to produce works of art outside the classroom, visual arts education can impact a student’s understanding of their own creativity. This paper explores the creativity beliefs of elementary students. The research seeks to understand the implicit theories or beliefs of creativity that shape creative self-efficacy and what factors may influence these beliefs in students.
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Evans, G. A. "Causal explanation, social class and perceived efficacy". Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235066.
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Matoti, Sheila N. y Karen E. Junqueira. "Assessing the teaching efficacy beliefs of teacher trainees". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82870.
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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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Kerr, Patricia Reda. "Design and validation of a standards-based science teacher efficacy instrument". Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155806476.
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Ribery, Florence. "Usage de la sophrologie et du numérique en EPS, en vue de l’émergence et l'optimisation de la confiance en soi notamment des sentiments d’auto-efficacité". Electronic Thesis or Diss., Guyane, 2023. http://www.theses.fr/2023YANE0005.
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Dans le cadre de notre travail, nous nous sommes positionnés dans une recherche action en lien avec les cours d’EPS. Pendant les activités sportives et les cours d’éducation physique et sportive, des élèves se mettent en effet volontairement en retrait ou minimisent leur participation, et ce aussi en fonction de l’activité encadrée. D’autres à l’inverse, quelle que soit l’activité, vont s’investir pleinement et durablement.Les psychologues de la motivation comme Famose (2005)1 et Bandura (1977-2003)2 se sont intéressés à ces raisons. Ils ont mis à jour plusieurs déterminants, croyances, stratégies motivationnelles comme la confiance en soi, l’auto-efficacité personnelle, l’importance du but…. Pour l’enseignant, avoir conscience de ces déterminants permet de mieux comprendre les facteurs psychologiques de la motivation, afin de trouver des solutions efficaces et optimales pour amener les jeunes à apprendre et à progresser. Nous nous sommes par conséquent demandé comment il était possible d’influencer les motivations intrinsèques, et notamment la confiance en soi et les croyances d’auto-efficacité.Par ailleurs, au niveau académique, l’Éducation nationale recommande de réaliser du cycle 1 au cycle 4 des actions éducatives visant le bien-être des élèves. Les programmes - notamment le domaine 4 du socle commun des compétences - visent l’apprentissage à la santé et le développement de la compétence « apprendre à entretenir sa santé par une activité régulière et connaître et appliquer des principes d’une bonne hygiène de vie ». De plus, le style d’enseignement, c’est-à-dire la prise de décisions de l’enseignant ainsi que son autorité plus ou moins affirmée va influencer l’engagement et l’apprentissage des élèves.Dans le cadre de notre étude, nous avons choisi de nous intéresser à la période de l’adolescence. Cette phase de la vie permet en effet à l’adolescent de remanier au contact de son environnement proche la structure de sa personnalité, qui se construit généralement durant les cinq premières années. « L’adolescence est la dernière ‘chance’ d’aborder les conflits de l’enfance et de les résoudre de manière spontanée » (Giffard, 2012)3. De même, nous nous sommes penchés sur l’apport des techniques de sophrologie en EPS, puisqu’elles agissent sur l'acceptation du schéma corporel et la régulation des émotions afin de stimuler la confiance en soi. Notre intérêt particulier pour l’usage de la vidéo en cours tenait aussi au fait que les élèves peuvent s’observer, comprendre et observer aussi des camarades dans la même situation, ce qui stimule les sentiments d’efficacité. Enfin, grâce à notre approche inspirée de la méthode de recherche « single case experimental research 4» de Barlow & Hersen (1976, 1984, 2009)5, nous avons pu vérifier l’influence de ces deux variables (l’usage de la vidéo et les techniques de sophrologie) sur les comportements des élèves, et mettre à l’épreuve l’hypothèse suivante : le développement des sensations de bien-être déclenchées par les techniques de sophrologie et associées aux retours critériés (critères de mi et de réalisation) par l’usage de la vidéo contribue à stimuler les croyances d’auto-efficacité, la confiance en soi et l’engagement en EPS.À la suite de l’analyse des résultats, il ressort une validation positive de l’hypothèse. Nous avons effectivement constaté que le recours à la vidéo dans un cadre défini favorise les sentiments d’efficacité et l’engagement en EPS. En revanche, les techniques de sophrologie (relaxations et IM non dissociées) n’ont pas suscité de sentiments d’efficacité ni d’engagement en EPS, mais elles ont développé la confiance en soi et l’autonomieIn the framework of our research, we have opted for an action (active) research relatedto Physical Education courses. We have noticed that, during sports activities and physicaleducation classes, some students voluntarily withdrew or minimized their participation,depending on the activity. Others, on the other hand, invested themselves fully andsustainably regardless of the activity.Psychologists specialized in motivation such as Famose (2005) and Bandura (19772003)attempted at grasping the reasons behind such behaviors. They have identified severaldeterminants, beliefs and motivational strategies such as self confidence, personal self efficacyand the importance of the goal. For the teacher, being aware of these determinants allows fora better understanding of the psychological factors of motivation. He or s he can then find moreeffective and optimal solutions to bring young people to learn and progress. Therefore, wehave been concerned with how to influence intrinsic motivations, including self confidence andself effi cacy beliefs.We know that, at the academic level, from cycle 1 to cycle 4, the French National Educationrecommends educational actions aiming at the well being of the students. The programs,especially section 4 of the common base of competences, aim at instructing about healthtogether with the competence: teaching how to maintain one's good health through regularactivity and knowing and applying the principles of a healthy lifestyle. In addition, theteaching methods with the teacher's decision making and authority will have an impact on thestudents' commitment and learning.Our study has taken into consideration the period of adolescence for it will allows the teenagerto rework, with his close environment, the structure of his personality, which is generally builtduring the first five years. "Adolescence is the last 'chance' to address childhood conflicts andresolve them spontaneously" (Giffard, 2012). We have also looked at the contribution ofsophrology techniques in PE since they act on the acceptance of the body schema and theregulation of emotions in order to stimulat e self confidence. Moreover, we have beeninterested in the use of video s in class because students can observe themselves, understandand also observe their peers in the same situation, thus stimulating feelings of efficiency.Finally, with our approach, inspired by Barlow & Hersen's "single case experimental research"method (1976, 1984, 2009), we have been able to verify the influence of these two variables (the use of the videos and the sophrology techniques) on the students' behaviors, and to testthe hypothesis: The development of sensations of well being triggered by the sophrologytechniques and associated with the criterion referenced feedback (criteria of success andachievement) by the use of the video s is a major factor in the students' development of theirself confidence.Following the analysis of the results, the hypothesis has been positively validated. Indeed, wehave noted that the use of videos promotes feelings of efficacy and engagement in PE. On theother hand, the sophrology techniques (relaxations and non dissociated MI) d id not generatefeelings of efficiency and commitment in PE but developed self confidence and autonomy
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Huzzie-Brown, Annette. "Beliefs vs Behavior of Elementary Teachers Integrating Technology in Mathematics". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4733.
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Many elementary students struggle to meet expectations on mathematics assessments despite an increase in science, technology, engineering, and math instructional strategies. The purpose of this qualitative case study was to explore elementary math teachers' technology integration self-efficacy, their level of technology adoption, and their actual technology integration behavior. The conceptual framework used in this study included Bandura's social cognitive theory, which is often used in the investigation of self-efficacy. Additionally, the International Society for Technology Education Classroom Tool, which is in alignment with the National Educational Standards for Teachers, was used to gauge the level of technology integration in the classroom. Nine volunteer teachers in Grades 3-5 participated in surveys, observations, and follow-up interviews. Data were analyzed using open coding to identify themes and patterns. The findings from this study indicated that the teachers' perceptions were positive as they believed technology could have positive implications for the teaching and learning process. However, findings also indicated that not all the teachers in the study felt confident with using technology in their practice. These teachers indicated that there was a need for onsite support, peer mentoring and professional development geared towards effectively aligning content, pedagogy, and technology. The information from this study may add more to the body of knowledge on information and communications technologies adoption and integration. The social change potential in this study is that through confident teachers in mathematics, and technology integration, students may improve their skills to be competitive for employment and opportunities in a global marketplace.
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Baccus, Ayanna Asha. "Urban fourth and fifth grade teachers' reading attitudes and efficacy beliefs : relationships to reading instruction and to students' attitudes and efficacy beliefs". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1420.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Looney, Lisa. "Understanding teachers' efficacy beliefs the role of professional community /". College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/174.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2003.Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Ceylandag, Fatma Rana. "Teacher Self-efficacy Beliefs Toward Measurement And Evaluation Practices". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610951/index.pdf.
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Teacher self-efficacy refers to teachers&rsquobelief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called &ldquo
Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale&rdquo
(TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers&rsquo
sense of efficacy, year in teaching, and frequency of using traditional and alternative measurement and evaluation tools. Three hundred ninety-four teachers participated in the study. Confirmatory Factor Analysis (CFA), Multivariate Analysis of Variance (MANOVA), Canonical Correlation Analysis, and Structural Equation Modeling (SEM) were conducted to answer the research questions. CFA provided evidence for five-factor structure of the TEMES. Cronbach&rsquo
s alpha coefficients of these five factors were satisfactory, ranging from .76 to .87. Teachers reported more frequent use of traditional measurement and evaluation tools than alternative tools. Separate MANOVAs yielded non-significant effect of gender on the factors of TEMES, but of teaching level. In addition, findings of canonical correlation analysis indicated that factors of TEMES were correlated with factors of Turkish teachers&rsquo
sense of efficacy scale (TTSES). Results of the SEM indicated that teacher self-efficacy toward measurement and evaluation practices was positively correlated with frequency of using traditional and alternative measurement and evaluation tools. Year of teaching was found to be a non-significant predictor of teachers&rsquo
sense of efficacy, teacher self-efficacy toward measurement and evaluation practices, and frequency of using traditional and alternative measurement and evaluation tools.
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Jackson, Ben Stuart. "Efficacy Beliefs in Sporting Dyads: A Mixed-Methods Approach". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485746.
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Guided by Lent and Lopez's (2002) theoretical model, this thesis was designed in order to explore the nature of efficacy perceptions in the context of close sporting relationships. In study one, semi-structured interviews were conducted with members of six elite athlete dyads regarding their self-efficacy, other-efficacy, and relation-inferred self-efficacy (RISE) beliefs. Content analysis revealed that efficacy beliefs stemmed from perceptions regarding oneself, one's partner, the dyad, and external factors, and in tum, results showed that self-efficacy, othe~-efficacy, and RISE were inter-related and were associated with key intra-personal and interpersonal consequences. Study Two was subsequently designed to identify the variables associated with efficacy beliefs, this time within six elite coach-athlete partnerships. Antecedents that emerged in Study Two supported as well as supplemented findings from athlete-athlete contexts. Furthermore, athletes' and coaches' efficacy beliefs were independently related to a number of desirable task-related and relatioriship-based outcomes (e.g. motivation and relationship persistence intentions, respectively). In study three, quantitative, cross-sectional data were collected from both members of 60 junior tennis dyads. Actor-Partner Interdependence Models (APIM; Kenny, Kashy, & Cook, 2006) revealed that (a) other-efficacy and RISE were significantly related to self-efficacy, (b) athletes were not accurate in making RISE inferences, (c) individuals were more satisfied with their relationship when they were confident in their partners' capabilities, and (d) athletes' self-efficacy beliefs were predictive of their own and their partners' relationship commitment. Finally, in study four, prospective data were collected with 50 tennis coaches and their athletes. APIM analyses subsequently showed that self-efficacy and other-efficacy were associated with positive outcomes (e.g., relationship commitment, effort) for oneself and one's significant other; however the effects for RISE in study four were generally positive for coaches but negative for athletes. Collectively, these four studies make an important and unique contribution to the extant literature relating to efficacy beliefs and close sporting relationships. Moreover, the novel methodological and analytical approaches highlighted in this thesis (e.g., APIMs) hold significant potential for the future study of relationship dynamics in sport and beyond. Within each of the studies that constitute this thesis, limitations are considered, and findings are discussed in relation to theory advancement, future research directions, and practical implications.
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Shirling-Rooke, Katherine. "Addiction beliefs and perceived self-efficacy in problem drinkers". Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/31202.
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The current study aimed to investigate the addiction beliefs and perceived self-efficacy of clients with problematic drinking at the point of entry into a specialist alcohol treatment service. The study recruited 41 participants (25 men and 16 women) and utilised an independent samples design with correlational measures. Participants completed two self-report questionnaires: the Addition Belief Scale (Schaler, 1995) and the Alcohol Abstinence Self Efficacy Scale (DiClemente et al., 1994). No evidence of gender differences in addiction beliefs was found in the current study. Female clients had significantly stronger perceived self-efficacy in their overall ability to abstain from drinking in high risk situations, particularly situations concerning 'withdrawal and urges'. There was no evidence that contact with services such as hospital detoxification, Alcoholics Anonymous or a specialist alcohol treatment service affected clients' addiction beliefs or perceived self-efficacy. The effect of drinking patterns was also investigated and clients who were currently abstinent were found to have a significantly stronger belief in their ability to abstain. No relationship was found between addiction beliefs and perceived self-efficacy. Explanations for the current finding were supported with evidence of a possible convergence in both drinking behaviour and addiction beliefs across the sexes. It was suggested that a number of other influences may shape addiction beliefs including the beliefs of family members and significant others. As addiction beliefs were not found to be related to self-efficacy it was concluded that staff in treatment services should work within the framework of addiction which appears to have resonance for the client. Other implications for clinical practice were identified including promoting professional awareness of female problem drinkers and the benefits of assessing addiction beliefs and self-efficacy prior to intervention were considered. The limitations of the study were discussed along with suggestions for future research to investigate the possible effect of staff and client addiction beliefs on the therapeutic alliance and treatment outcome.
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Stiffler, Kim. "Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement". Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791844.
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Purpose. The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps.
Methodology. A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in a county in Northern California.
Findings. A theoretical framework called teacher leadership for efficacy and equity is proposed, which outlines direct and indirect pathways for teacher leadership to improve student achievement. Teachers who improve student achievement and close student achievement gaps through teacher and collective efficacy (a) focus on equity and improvements to teaching and learning; (b) take ownership over the learning of all students and speak positively about them; (c) build relationships with students and show they care; (d) take initiative, are positive, and go above and beyond; (e) collaborate, use data to inform practice, and share ideas and strategies; (f) learn, mentor, coach, and watch each other teach; (g) are flexible, adaptable, customize instruction, and try new things; and (h) experience and celebrate success and share success with others. These practices are guided and supported by shared leadership, collaboration, and school culture.
Conclusions. Existing teacher leadership research supports elements of Facets A, D, E, F, and G of teacher leadership practice. New findings include teacher leaders’ maintaining an explicit focus on equity (A), taking ownership over the learning of all students and speaking positively about them (B), building relationships with students and showing care (C), and experiencing and sharing success (H). New findings are supported by research in other areas.
Recommendations. Teacher leaders who impact student achievement should be considered teachers as well as leaders. Stronger attention should be paid to informal teacher leadership, teacher leadership practice, and fostering equity through teacher leadership. Recommendations include operationalizing this framework in quantitative studies, putting it into practice, and replicating the study in other contexts.
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Williams, Jonathan C. "Examining the Relationship Between Louisiana Principals' Self-Efficacy Beliefs and Student Achievement". ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1492.
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Abstract
The purpose of this study was to examine the relationship between Louisiana Principals’ self-efficacy beliefs and student achievement. This study was grounded in the research of Bandura’s model of triadic reciprocal causation and more recent research on principals’ self-efficacy beliefs. Using the Principals’ Sense of Efficacy Scale (PSES) (Tschannen-Moran & Gareis, 2004) measures of principals’ self-efficacy were collected and analyzed for (1) instructional leadership, (2) management, and (3) moral leadership.
Principals across the state of Louisiana were emailed a link to the PSES and were asked to provide the names of their schools and asked for the number of years they had served as principal at their current school. Principals with two or more years were allowed to continue and complete the PSES. Three hundred eleven principals completed the PSES. Two years of student achievement reports [indicating Assessment Indices (AI)], published by the Louisiana Department of Education, were available for 271 of the 311 respondents. Pearson correlational analyses were used to determine relationships between variables.
This study found no statistically significant relationships between management, and moral leadership efficacy and change in AI over a two-year period. However, there was a small (p = 0.047), but statistically significant (R2 = 0.010) relationship between instructional leadership efficacy and change in AI over a two-year period.
The researcher recommends that the following steps be taken in future research seeking to determine the relationship between instructional leadership efficacy and change in AI: 1) exploration of data collection by means other than self-reporting, 2) use of student-level value-added data rather than the cohort-level data available here, and 3) use of a larger and more diverse sample of principals.
Keywords: Principals, self-efficacy beliefs, or principals’ self-efficacy beliefs
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Esterly, Elizabeth. "A multimethod exploration of the mathematics teaching efficacy and epistemological beliefs of preservice and novice elementary teachers". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070405222.
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Porras-Hernández, Laura Helena. "Transference of efficacy beliefs and effects of self-efficacy performance spirals at group and individual levels". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0017/NQ47687.pdf.
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Shane, Julie. "The Efficacy of Effort: Differences in Teachers' Sense of Efficacy Based on Type of Teacher Training and Number of Years of Experience". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3739.
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Current federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher shortages. However, opponents see these programs as an inadequate training process with future ramification for both teachers and students. As more and more classroom teachers are choosing alternative certification routes, there is growing uncertainty as to whether or not this is an effective way to train teachers. There is a substantial body of research that indicates a teacher's self efficacy beliefs can be an indicator of his or her performance in the classroom. Evidence demonstrates a relationship between teachers' beliefs about their personal ability to affect students' achievement and the outcomes of both the teachers' and the students' efforts (Tschannen-Moran & Woolfolk Hoy, 2007). By identifying strengths and weaknesses in self-efficacy beliefs, it is possible to provide interventions such as professional development or peer mentoring to increase an individual's sense of efficacy, which could then improve his or her teaching performance, and ultimately improve student achievement. The purpose of this research study was to identify and describe the differences between (1) the self-efficacy beliefs of teachers from traditional college of education programs and from alternative certification programs in order to identify patterns or correlations between type of training and teachers' sense of efficacy, and (2) the self efficacy beliefs of novice, experienced, and expert teachers in order to determine patterns or correlations between years of experience and teachers' sense of efficacy. This research study investigated the self-efficacy beliefs of 125 high school teachers in Brevard County, Florida, with either college of education training or alternative certification training and with either novice, experienced, or expert classroom teaching experience. The first part of the study analyzed teachers' responses to the 24 items on Tschannen-Moran and Woolfolk Hoy's Teachers' Sense of Efficacy Scale; the second part analyzed 6 researcher-designed items referring to teacher training programs and personal classroom experience. The three subscales that directed the items on the questionnaire were Efficacy for Student Engagement, Efficacy for Instructional Strategies, and Efficacy for Classroom Management. Factor analyses indicated 21 of the 24 items from the current research study loaded on the same three factors identified on the Teachers' Sense of Efficacy Scale. The 6 items created specifically for this study loaded into two factors identified appropriately as training program and classroom experience. A reliability analysis resulted in a total alpha coefficient of .9271 for the 24 items on the Teachers' Sense of Efficacy Scale for the 125 participants in the current research study which is consistent with an alpha of .94 in previous studies using the same scale. A total alpha coefficient of .6973 was determined for the 6 researcher-designed items. Findings from the t-tests and ANOVAs indicated that there was no relationship between self-efficacy beliefs of college of education trained teachers and alternative certification trained teachers; few relationships between novice, experienced, and expert teachers; and few interaction effects between type of teacher training and number of years of classroom experience. While the results of the study did not reveal statistically significant differences in the teacher groups, the teachers' responses and comments indicated personal classroom experiences created higher levels of self-efficacy than teacher training programs. Contrary to the researcher's expectations and conventional wisdom, both alternative certification teachers and novice teachers perceived themselves to be efficacious in the classroom. One possible explanation for the failure to reach statistically significant differences in the type of training and years of experience variables is that there simply are not distinct differences. Generally teachers with alternative certification training are immersed in programs that provide on-the-job training and support from a mentor, and as experts in their field of study, they exhibit self-assurance in their classroom behaviors. Commonly novices enter teaching with high expectations and they bring innovative practices and a fresh outlook to the classroom. Another possible explanation for the failure to reach statistically significant differences is the over-representation of some groups which could possibly have skewed the results. From the group of 125 participants, 86 teachers had college of education training while only 39 had alternative certification training. There were 79 expert teachers with ten or more years of experience, 35 experienced teachers with four to nine years, and only 11 novice teachers with three or less years. While the results of the research study did not offer statistically significant differences in the groups of teachers, there is much practical significance to be gained for district and school-level personnel in planning professional development opportunities. By identifying the strengths and weaknesses in teachers' self-efficacy beliefs, professional development and peer support can be provided to address the unique needs of each teacher group. Recommendations were made for a synthesis of current practices from both college of education programs and alternative certification programs: a series of half-day internship experiences with relevant content coursework could be combined with on-the-job experience and mentoring support based on current alternative certification programs. This research study lacks generalizability, so further research should include middle school and elementary teachers, and teachers from other counties and states. Because teachers' self-efficacy beliefs are personal and not necessarily reflective of actual practice, an investigation of the relationship between perceived self-efficacy beliefs and observed classroom effectiveness should be investigated.Ed.D.
Department of Educational and Human Sciences
Education
Education EdD
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Vera, Perea María. "The power of efficacy beliefs: Looking for teachers' well-being". Doctoral thesis, Universitat Jaume I, 2010. http://hdl.handle.net/10803/83358.
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El objetivo de esta tesis ha sido examinar el importante papel desempeñado por las creencias de eficacia dentro de una profesión determinada, como es la enseñanza. Además, y con el Modelo Demandas-Recursos Laborales (D-RL) y la Teoría Social Cognitiva (TSC), de Albert Bandura como marco, se ha analizado del bienestar de los profesores, a la vez que los antecedentes de dicho bienestar.
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Price, Tracy L. Schommer Marlene Ann. "Examining epistemological beliefs, academic self-efficacy, and calibration of comprehension". Diss., A link to full text of this thesis in SOAR, 2006. http://soar.wichita.edu/dspace/handle/10057/675.
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Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology."December 2006." Title from PDF title page (viewed on Nov. 4, 2007). Thesis adviser: Marlene Ann Schommer. Includes bibliographic references (leaves 30-37).
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Berth, Ilona y University of Lethbridge Faculty of Management. "Efficacy beliefs and team effectiveness : a meso approach / Ilona Berth". Thesis, Lethbridge, Alta. : University of Lethbridge, Management, 2010, 2010. http://hdl.handle.net/10133/2597.
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Following a meso-contingency approach (Rousseau & House, 1994), this study examined the relationship between efficacy beliefs and effectiveness outcomes in a team context. Specifically, the interaction effects of self-efficacy and group efficacy as well as their direct effects on effectiveness outcomes at the individual level and at the group level were examined. Forty-two work teams (174 members and 42 supervisors) from several industries within Western Canada completed a survey assessing their efficacy beliefs, their attitudes at work, and their performance. The cross-level hypotheses revealed that self-efficacy positively related to individual effectiveness and to team attitudes but not to team performance. Group efficacy positively correlated with team effectiveness but not with individual effectiveness. Moreover, group efficacy as a shared belief and as a perception of individual team members was hypothesized to moderate the relationship between self-efficacy and team members’ effectiveness. However, these moderation hypotheses were not supported.ix, 105 leaves ; 29 cm
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Minett, Rachel. "A qualitative study investigating the sources of teacher efficacy beliefs". Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/56883/.
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A teacher’s efficacy beliefs have been found to influence their professional commitment (Coladarci, 1992; Ware and Kitsantas, 2007, 2011; Klassen et al., 2013), their job satisfaction (Caprara et al., 2006, Hoigaard et al., 2012) and how resilient they are in difficult situations (Ashton and Webb, 1986), as well as influencing student achievement and teaching performance (Armor et al., 1976; Caprara et al, 2006; Klassen and Tze, 2014). Bandura (1997) has suggested that self-efficacy beliefs are formed from four sources: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological and affective states. Considering the potential importance of developing positive teacher efficacy cognitions, there has been a lack of research investigating the sources of teacher efficacy beliefs (Henson, 2002; Klassen et al, 2011). This study used a constructivist grounded theory method to investigate the sources of teachers’ efficacy beliefs, a method that has not been employed by other researchers in this area. The use of a social constructivist framework (Charmaz, 2006), with its focus on processes and the creation of knowledge through interaction, reflected my belief that my own experiences as a teacher may influence the interpretation of the data. In this study, 18 interviews were conducted with teachers in a secondary school in Essex. Teachers appeared to use a variety of sources to validate their efficacy beliefs. In contrast to Bandura’s (1997) theory about the sources of self-efficacy beliefs suggesting mastery experiences as the most important, verbal persuasion in the form of lesson observation feedback appeared to be a particularly salient source for teachers in this study. The study suggests that this may be due to the increasing accountability culture in English schools. The study contributes to our understanding of how teacher efficacy beliefs are influenced by contextual factors, in particular the influence of government agendas, and suggests some implications for school leaders and areas for future research.
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Coles, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.
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Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.
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李宛蒨. "A Study on Teacher's Belief and Teacher's Efficacy". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/11674015849981739166.
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碩士國立彰化師範大學
資賦優異研究所
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The purpose of the study is to investigate the current situation of primary school gifted class teachers' teaching beliefs and teaching efficiency and how their different background factors can affect their teaching beliefs and teaching efficiency. Participants are 189 gifted resource class teachers in Taiwan. A self designed questionnaire is delivered to the participants. The data was treated and analyzed with descriptive statistics, t-test, one-way ANOVA,Pearson's Products-Moment correlation , multiple stepwise regression and other methods. The results are follows： 1.Primary school gifted class teacher's teaching beliefs on overall and each individual level to be middle to high inclination 2.Primary school gifted class teacher's teaching efficiency on overall and each individual level to be middle to high inclination 3.Primary school gifted class teacher's overall teaching belief level can vary depending on their seniority of being in gifted class. 4.Primary school gifted class teacher's teachingbeliefs on " teaching efficiency belief" level can vary depending on their seniority of being in gifted class. 5.Primary school gifted class teacher's overall teaching efficiency level can vary depending on their seniority of being in gifted class. 6.Primary school gifted class teacher's teaching beliefs and teaching efficiency have middle-strength positive correlation. 7."Teacher's teaching efficiency belief" and "students differences" level of primary school gifted teacher's teaching beliefs can be used as a reference for their teaching efficiency prediction. In conclusion, some suggestions were proposed to education administration institutions, school administration and future studies.
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Conway, Tara Leigh. "Does belief predict efficacy of a self-compassion induction?" 2014. http://hdl.handle.net/1993/30112.
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Self-compassion has consistently been found to contribute significantly to psychological well-being, and previous research has found that it can be increased using a simple writing task. As the mechanism underlying task efficacy is unknown, this study investigated the role of belief. Belief was found to predict change in self-compassion, self-esteem, and depression, with higher levels being associated with less improvement, an effect in the opposite direction as hypothesized. However, increase in belief across the three trials was positively correlated with improvement in self-compassion, depression, anxiety, and stress, indicating that change in belief represents a different psychological effect than absolute level of belief. Further, those who increased in belief reported improvement in well-being, while those who decreased did not. Results suggest that task efficacy, at least in part, depends on the degree to which perspectives are reappraised to become more congruent with self-compassionate perspectives, as opposed to simply depending on task repetition.