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Artículos de revistas sobre el tema "Self-efficacy"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 22 de junio de 2024

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1

Said, Ibtisam H. y Yousaf Jamal. "Self-Efficacy, Self-Esteem and Academic Achievement". International Journal of Psychosocial Rehabilitation 24, Special Issue 1 (28 de febrero de 2020): 206–13. http://dx.doi.org/10.37200/ijpr/v24sp1/pr201151.

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Lorig, Kate y Halsted Holman. "Arthritis self-efficacy scales measure self-efficacy". Arthritis Care & Research 11, n.º 3 (junio de 1998): 155–57. http://dx.doi.org/10.1002/art.1790110302.

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3

Green, Denise M. "Self-Efficacy". Journal of Teaching in Social Work 23, n.º 3-4 (4 de febrero de 2003): 107–16. http://dx.doi.org/10.1300/j067v23n03_09.

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4

Lent, Robert W. y James E. Maddux. "Self-Efficacy:". Counseling Psychologist 25, n.º 2 (abril de 1997): 240–55. http://dx.doi.org/10.1177/0011000097252005.

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5

Allred, Sarah L., Lana D. Harrison y Daniel J. O’Connell. "Self-Efficacy". Prison Journal 93, n.º 2 (24 de enero de 2013): 211–33. http://dx.doi.org/10.1177/0032885512472964.

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6

Creer, Thomas L. y Joan K. Wigal. "Self-efficacy". Chest 103, n.º 5 (mayo de 1993): 1316–17. http://dx.doi.org/10.1378/chest.103.5.1316.

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7

Steward, Robbie J. "Connecting Counselor Self-Efficacy and Supervisor Self-Efficacy:". Counseling Psychologist 26, n.º 2 (marzo de 1998): 285–94. http://dx.doi.org/10.1177/0011000098262004.

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8

Joo, Young-Ju, Mimi Bong y Ha-Jeen Choi. "Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction". Educational Technology Research and Development 48, n.º 2 (junio de 2000): 5–17. http://dx.doi.org/10.1007/bf02313398.

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Fadhilah, Nurul, Dewi Nur Puspita Sari y Lastri Mei Winarni. "Pengaruh Self Disclosure dan Self Efficacy Terhadap Tingkat Setres pada Mahasiswa". Jurnal Porkes 5, n.º 2 (30 de diciembre de 2022): 717–31. http://dx.doi.org/10.29408/porkes.v5i2.6529.

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Thesis task is a final task that is difficult and takes a long time so that students feel burdened with their assignments which will have an impact on stress. The cause of stress in students can be due to internal or external problems. 67.4% of nursing students who are working on their thesis experience mild stress. Students who have low self-disclosure and self-efficacy will experience high stress, so that it can affect students in doing thesis. This study aims to determine the effect of self-disclosure and self-efficacy on stress levels in students who are working on a thesis. The design of this study was quantitative with a cross sectional approach. This research was conducted at Yatsi Madani University in June 2022. The population in this study were regular final year students at Yatsi Madani University. The sampling technique used total sampling with a total of 227 students as respondents. The instruments in this study used the Jung's Type Indicator (JTI) questionnaire, self disclosure scale, self efficacy scale and stress scale for. Bivariate analysis in this study used the Chi-Square test. Of the 227 students, the majority aged 21-23, 97.8%, female 87.2%, having an extrovert personality as much as 96.9%, self-disclosure and self-efficacy in dominant students in the moderate category as many as 86.8 % and 73.6%, and the majority fall into low stress levels as much as 67.4%. The results of the Chi-Square test obtained a p-value of 0.001 <0.05, which means that there is an influence between self-disclosure and self-efficacy on stress levels in students. This study can be used as a reference to get an overview of the three variables so that they can provide nursing interventions to students.

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Nuraeni, Tetra Hajar y Anggun Badu Kusuma. "Resiliensi Matematis Ditinjau Dari Self – Efficacy Siswa". Paradikma: Jurnal Pendidikan Matematika 15, n.º 1 (17 de junio de 2022): 14–19. http://dx.doi.org/10.24114/paradikma.v15i1.35104.

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Resiliensi merupakan sikap positif yang ditunjukkan seseorang dalam menghadapi persoalan. Penelitian ini bertujuan untuk mendeskripsikan kemampuan resiliensi matematis siswa SMP Muhammadiyah Boarding School ZAM ZAM Cilongok ditinjau dari self – efficacy. Penelitian ini difokuskan pada pembelajaran matematika. Jenis penelitian ini adalah deskriptif kualitatif. Subjek dalam penelitian ini adalah kelas VII H yang diperoleh menggunakan teknik purposive sampling. Dalam penelitian ini siswa dikelompokan kedalam tiga kategori, yaitu kelompok siswa self – efficacy tinggi, kelompok siswa self – efficacy sedang, dan kelompok siswa self – efficacy rendah. Pengumpulan data dalam penelitian ini menggunakan angket dan wawancara. Data dianalisis dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukan bahwa siswa dengan self – efficacy tinggi sudah menguasai semua indikator resiliensi. Siswa self – efficacy sedang menguasai tiga dari empat indikator resiliensi. Siswa dengan self – efficacy rendah belum menguasai semua indikator yang ada pada resiliensi. Dengan kondisi demikian maka perhatian terhadap siswa dengan kemampuan self-efficacy rendah sangat diperlukan. Perhatian tersebut dapat mempengaruhi sikap dan hasil belajar matematika. Kata Kunci: Resilience, Self – Efficacy, ketenangan, percaya diri

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Dughi, Tiberiu Sandu. "STUDENTS’ SELF-EFFICACY AND FEURSTEIN INSTRUMENTAL ENRICHMENT". Journal Plus Education 30, n.º 1/2022 (1 de mayo de 2022): 53–66. http://dx.doi.org/10.24250/jpe/1/2022/tsd/ri.

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The present experimental study aims to highlight the role of the instrumental enrichment program proposed by Reuven Feurstein in improving pre-adolescent learning facilitating attitudes. We refer to perceived self-efficacy and locus of control. These traits were evaluated in a 40 children group at the beginning of the experimental stage with specific tests. The group was also divided into control group and experimental group. The intervention involved the organization of 12 workshops during which two tools from the Feuerstein method were used - Organization of points and Instructions. The statistical processing of the obtained data highlighted a significant increase in the perceived self-efficacy of the students we worked with, as well as a shift of emphasis from the locus of external control to the locus of internal control. These aspects allow for a better involvement in learning by increasing students' responsibility and self-confidence.

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12

Filosa, Lorenzo, Zbigniew Formella y Giuseppe Crea. "Personality and Emotional Self-Efficacy: The Relationship Between Hexaco’s Emotionality, Extraversion and Conscientiousness with Regulatory Emotional Self-Efficacy Belief". Seminare. Poszukiwania naukowe 2019(40), n.º 4 (diciembre de 2019): 81–91. http://dx.doi.org/10.21852/sem.2019.4.06.

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13

Elavsky, S. y E. McAuley. "DOES THE PHYSICAL SELF-EFFICACY SCALE MEASURE SELF-EFFICACY OR SELF-ESTEEM?" Medicine & Science in Sports & Exercise 35, Supplement 1 (mayo de 2003): S138. http://dx.doi.org/10.1097/00005768-200305001-00763.

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Talsma, Kate, Benjamin Schüz y Kimberley Norris. "Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy". Learning and Individual Differences 69 (enero de 2019): 182–95. http://dx.doi.org/10.1016/j.lindif.2018.11.002.

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15

Hu, Liang, Edward McAuley y Steriani Elavsky. "Does the Physical Self-Efficacy Scale Assess Self-Efficacy or Self-Esteem?" Journal of Sport and Exercise Psychology 27, n.º 2 (junio de 2005): 152–70. http://dx.doi.org/10.1123/jsep.27.2.152.

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This study was designed to address whether the Perceived Physical Ability (PPA) subscale of the Physical Self-Efficacy Scale (PSES; Ryckman, Robbins, Thornton, & Cantrell, 1982) measures self-efficacy or self-esteem. Secondary analyses of four previously reported data sets were conducted to examine the extent to which the PPA overlaps with multidimensional self-esteem measures. Once the factor structure of the PPA was confirmed, multitrait-multimethod analyses were employed to establish convergent and discriminant validity of the PPA and task-specific self-efficacy measures with self-esteem measures. The results support the position that the PPA may be more reflective of esteem than efficacy. Additionally, task-specific self-efficacy measures demonstrated stronger associations with behavioral outcomes than did the PPA. It is recommended that if the PPA is to be used for research purposes, it may have greater utility as a measure of physical self-esteem rather than self-efficacy.

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16

Brady, Teresa J. "Measures of self-efficacy: Arthritis Self-Efficacy Scale (ASES), Arthritis Self-Efficacy Scale-8 Item (ASES-8), Children's Arthritis Self-Efficacy Scale (CASE), Chronic Disease Self-Efficacy Scale (CDSES), Parent's Arthritis Self-Efficacy Scale (PASE), an". Arthritis Care & Research 63, S11 (noviembre de 2011): S473—S485. http://dx.doi.org/10.1002/acr.20567.

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17

Karsten, Rex, Atul Mitra y Dennis Schmidt. "Computer Self-Efficacy". Journal of Organizational and End User Computing 24, n.º 4 (octubre de 2012): 54–80. http://dx.doi.org/10.4018/joeuc.2012100104.

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Computer self-efficacy (CSE) has been a popular and important construct in information systems research for more than two decades. Although CSE researchers have conducted extensive qualitative reviews, quantitative analyses are lacking for studies of the relationships between CSE and variables of interest. This study provides such a quantitative analysis. The authors meta-analyze 102 empirical CSE studies that reported 232 usable statistical relationships between CSE and seven correlates. Their main meta-analysis demonstrates that CSE is significantly correlated in the theoretically predicted direction with each of the seven correlates. They also quantitatively assess five study characteristics as potential moderators of the CSE-correlate relationships. The moderator analysis reveals complex patterns and indicates that more research is needed to investigate possible moderating effects.

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18

Fletcher, Jennifer Schaal y Jacquelyn L. Banasik. "Exercise self-efficacy". Clinical Excellence for Nurse Practitioners 5, n.º 3 (mayo de 2001): 134–43. http://dx.doi.org/10.1054/xc.2001.24203.

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19

Meyer, Jill M. "Counseling Self-Efficacy". Rehabilitation Counseling Bulletin 58, n.º 3 (12 de junio de 2014): 165–72. http://dx.doi.org/10.1177/0034355214537385.

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20

Brezina, Timothy y Volkan Topalli. "Criminal Self-Efficacy". Criminal Justice and Behavior 39, n.º 8 (9 de abril de 2012): 1042–62. http://dx.doi.org/10.1177/0093854812438345.

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21

Fitzgerald, Sheila T. "Self-Efficacy Theory". AAOHN Journal 39, n.º 12 (diciembre de 1991): 552–57. http://dx.doi.org/10.1177/216507999103901202.

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22

Tuthill, Emily L., Jacqueline M. McGrath, Melanie Graber, Regina M. Cusson y Sera L. Young. "Breastfeeding Self-efficacy". Journal of Human Lactation 32, n.º 1 (28 de agosto de 2015): 35–45. http://dx.doi.org/10.1177/0890334415599533.

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Increasing breastfeeding rates in the United States is a national priority. Yet, initiation and duration of breastfeeding remains below national targets. Breastfeeding self-efficacy has been shown to be a strong predictor of both breastfeeding initiation and duration and is therefore an important characteristic to be able to measure. However, there is currently a myriad of instruments for measuring breastfeeding self-efficacy, which makes selection of an appropriate instrument difficult. Thus, our aim was to identify, compare, and critically review available breastfeeding self-efficacy instruments. In a systematic review, 6 breastfeeding self-efficacy instruments were identified. The instruments’ purposes, theoretical framework, final scale development, and application in 5 most recent settings were analyzed. The 6 breastfeeding self-efficacy instruments apply a number of theoretical and conceptual frameworks in their development, with Bandura’s social cognitive theory being most common. Content, construct, and predictive validity were strong for most scales. Some, but not all, have been successfully adapted to novel settings. In sum, there are several measurements of breastfeeding self-efficacy that can and should be employed to better understand reasons for suboptimal breastfeeding rates and the effects of interventions on breastfeeding self-efficacy. Instrument selection should be based on domains of primary interest, time available, peripartum timing, and assessment of previous adaptations. Failure to apply appropriate measures in research may garner results that are inconclusive, inaccurate, or nonrepresentative of true study effects.

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23

Gavriel, Jennifer. "Perceived self-efficacy". Education for Primary Care 27, n.º 2 (22 de febrero de 2016): 144–45. http://dx.doi.org/10.1080/14739879.2016.1142771.

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Holden, Gary, Kathleen Barker, Thomas Meenaghan y Gary Rosenberg. "Research Self-Efficacy". Journal of Social Work Education 35, n.º 3 (octubre de 1999): 463–76. http://dx.doi.org/10.1080/10437797.1999.10778982.

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25

Pardimin, Pardimin. "SELF-EFFICACY MATEMATIKA DAN SELF-EFFICACY MENGAJAR MATEMATIKA GURU MATEMATIKA". Jurnal Ilmu Pendidikan 24, n.º 1 (3 de octubre de 2018): 29. http://dx.doi.org/10.17977/um048v24i1p29-37.

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Abstract: Self Efficacy in Mathematics and in Mathematics Teaching among Junior High-school Teachers. This study investigates teachers’ self efficacy in mathematics and in mathematics teaching, involving 38 junior high school mathematics teachers in the city of Yogyakarta, Indonesia. The research instrument to measure self efficacy in mathematics consists of 18 questions with a reliability coefficient of .86, whereas the one to measure mathematics-teaching self efficacy consists of 18 statements with a reliability coefficient of .826. Both instruments were adapted from the Mathematics Teaching and Mathematics Self-Efficacy Scale (MTMSE) developed by Kahle (2008). The results show that mathematics self efficacy and teaching mathematics self efficacy of the junior high school mathematics teachers in the city of Yogyakarta are high, with a correlation coefficient of .477. The mathematics self-efficacy instrument consists of three parts, namely arithmetics, algebra, and geometrics, and arithmetic self-efficacy is found to be positively correlated with teaching mathematics self-efficacy with a multiple correlation coefficient of 0,605.Abstrak: Self-Efficacy Matematika dan Self-Efficacy Mengajar Matematika Guru Matematika SMP Kota Yogyakarta. Self-efficacy matematika adalah konsep diri terkait kepercayaan individu pada kemampuannya untuk melakukan atau menyelesaikan suatu tugas atau masalah matematika. Self-efficacy mengajar matematika merupakan keyakinan seorang guru terhadap kemampuannya untuk mengatur dan melaksanakan tindakan pembelajaran matematika demi mencapai suatu tujuan serta yakin mampu untuk menghadapi segala tantangan dan mampu memprediksi seberapa besar usaha yang dibutuhkan untuk mencapai tujuan yang tepat dalam pembelajaran matematika. Penelitian tentang self-efficacy matematika self-efficacy mengajar matematika telah dilakukan terhadap 38 guru matematika SMP di kota Yogyakarta. Instrumen penelitian terdiri dari dua bagian. Pertama adalah instrumen self-efficacy matematika yang terdiri dari 18 petanyaan dengan koefisien reliabilitas sebesar 0,860. Kedua adalah instrumen self-efficacy mengajar matematika yang terdiri dari 18 pernyataan dengan koefisien reliabilitas sebesar 0,826. Kedua intrumen tersebut diadaptasi dari Mathematics Teaching and Mathematics Self-Efficacy Scale (MTMSE) yang dikembangkan oleh Kahle (2008). Hasil penelitian menunjukkan bahwa self-efficacy matematika dan self-efficacy mengajar matematika guru SMP di kota Yogyakarta termasuk tinggi dengan koefisien korelasi antara keduanya sebesar 0,477. Instrumen self-efficacy matematika terdiri dari tiga bagian yaitu aritmatika, aljabar, dan geometrika. Hanya self-efficacy aritmatika yang berkorelasi positif dengan self-efficacy mengajar matematika dengan koefisien korelasi ganda sebesar 0,605.

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Derya, EREL. "THE CONCEPT OF SELF-EFFICACY AND SELF-EFFICACY-PERFORMANCE RELATIONSHIP". Ankara Üniversitesi SBF Dergisi 55, n.º 4 (2000): 1. http://dx.doi.org/10.1501/sbfder_0000001924.

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Lindley, Lori D. y Fred H. Borgen. "Generalized Self-Efficacy, Holland Theme Self-Efficacy, and Academic Performance". Journal of Career Assessment 10, n.º 3 (agosto de 2002): 301–14. http://dx.doi.org/10.1177/10672702010003002.

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Brady, Teresa J. "Do common arthritis self-efficacy measures really measure self-efficacy?" Arthritis Care & Research 10, n.º 1 (febrero de 1997): 1–8. http://dx.doi.org/10.1002/art.1790100102.

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29

Bejarano, Diego Alberto Arpasi. "Self-efficacy and Digital Competence in University Students". Revista Gestão Inovação e Tecnologias 11, n.º 3 (30 de junio de 2021): 710–18. http://dx.doi.org/10.47059/revistageintec.v11i3.1969.

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Usher, Ellen L. y Frank Pajares. "Self-Efficacy for Self-Regulated Learning". Educational and Psychological Measurement 68, n.º 3 (9 de noviembre de 2007): 443–63. http://dx.doi.org/10.1177/0013164407308475.

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Aðalsteinsson, Ragnar Ingi, Ingibjörg B. Frímannsdóttir y Sigurður Konráðsson. "Teachers' self-esteem and self-efficacy". Scandinavian Journal of Educational Research 58, n.º 5 (5 de agosto de 2013): 540–50. http://dx.doi.org/10.1080/00313831.2013.773559.

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32

Alvarez-Huerta, Paula, Alexander Muela y Inaki Larrea. "Entrepreneurial self-efficacy among first-year undergraduates: Gender, creative self-efficacy, leadership self-efficacy, and field of study". Entrepreneurial Business and Economics Review 10, n.º 4 (2022): 73–89. http://dx.doi.org/10.15678/eber.2022.100405.

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Betz, Nancy E. y Karla L. Klein. "Relationships Among Measures of Career Self-Efficacy, Generalized Self-Efficacy, and Global Self-Esteem". Journal of Career Assessment 4, n.º 3 (junio de 1996): 285–98. http://dx.doi.org/10.1177/106907279600400304.

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34

Inaba, Ryotaro. "The effects of generalized self-efficacy on task-specific self-efficacy". Proceedings of the Annual Convention of the Japanese Psychological Association 78 (10 de septiembre de 2014): 1EV—2–032–1EV—2–032. http://dx.doi.org/10.4992/pacjpa.78.0_1ev-2-032.

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35

Abdel-Haq, Eman Mohammed, Mervat Abou-Baker El-Dib y Nesreen Ahmed Ahmed Ali El-Sweedy. "Teaching Self-Efficacy vs. Learning Self-Efficacy in EFL Writing Pedagogy". مجلة كلية التربية : جامعة بنها 25, n.º 97 P1 (enero de 2014): 1–26. http://dx.doi.org/10.12816/0021905.

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Ünlü, Melihan y Erhan Ertekin. "The Relationship between Mathematics Teaching Self-efficacy and Mathematics Self-efficacy". Procedia - Social and Behavioral Sciences 106 (diciembre de 2013): 3041–45. http://dx.doi.org/10.1016/j.sbspro.2013.12.350.

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Casey, Leanne M., Tian P. S. Oei, Katherine M. Melville, Emily Bourke y Peter A. Newcombe. "Measuring Self-efficacy in Gambling: The Gambling Refusal Self-Efficacy Questionnaire". Journal of Gambling Studies 24, n.º 2 (12 de septiembre de 2007): 229–46. http://dx.doi.org/10.1007/s10899-007-9076-2.

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Kim, Younghyun y Sang Seub Lee. "대학생의 셀프리더십이 자기효능감을 매개로 대학몰입에 미치는 영향". Korea Association of Education Consulting and Coaching 7, n.º 1 (31 de marzo de 2023): 35–65. http://dx.doi.org/10.31137/ecc.2023.7.1.35.

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This study aims to investigate how university students' self-leadership affects institutional commitment by using their self-efficacy as a mediating factor. To gather data, a web-based survey was given to students at four-year public and private universities in Seoul. The final sample size is 347, and the research findings are as follows: First, students' self-leadership positively affects their institutional commitment. Multiple regressions showed that behavior-focused strategies and natural reward strategies have a direct and positive effect on institutional commitment. Second, students' self-leadership positively affects their self-efficacy. Third, students' self-efficacy positively affects their institutional commitment. Last, students' self-efficacy mediates the relationship between self- leadership and institutional commitment. A mediator analysis showed that through self-efficacy as a mediator, all self-leadership strategies affect institutional commitment. This is the first study to examine relationships between self- leadership, self-efficacy, and institutional commitment among undergraduate students. This research has implications for the importance of increasing students' commitment to universities, self-leadership, and self-efficacy. It also gives researchers and practitioners helpful information about setting up self- leadership and self-efficacy programs to help students become more committed to their institutions and become successful and versatile self-leaders.

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Yeşilyurt, Etem, Abdulhak Halim Ulaş y Durdağı Akan. "Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education". Computers in Human Behavior 64 (noviembre de 2016): 591–601. http://dx.doi.org/10.1016/j.chb.2016.07.038.

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Poltorak, Mike. "The Efficacy and Self-Efficacy of Treatment". Medical Anthropology Quarterly 27, n.º 2 (junio de 2013): 272–91. http://dx.doi.org/10.1111/maq.12027.

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41

Yilmaz, Gurkan. "The correlation between nutrition and university students’ self-efficacy". International Journal of Academic Research 6, n.º 1 (30 de enero de 2014): 232–39. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.33.

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Singh, Balbinder. "Internet Anxiety, Internet Self-Efficacy and E-Service Quality". International Journal of Science and Research (IJSR) 12, n.º 11 (5 de noviembre de 2023): 815–19. http://dx.doi.org/10.21275/sr231110002413.

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Madsen, Douglas. "Political Self-Efficacy Tested". American Political Science Review 81, n.º 2 (junio de 1987): 571–81. http://dx.doi.org/10.2307/1961970.

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A subset of citizens in a democratic system directly test their political self-efficacy by petitioning government for assistance of one kind or another. Drawing on survey data gathered in India in 1967, this investigation focuses on the consequences of success or failure for perceived self-efficacy and for perceived government responsiveness. The analysis demonstrates that (1) successful petitioners come to enjoy a somewhat enhanced sense of self-efficacy but do not view government as particularly responsive, (2) unsuccessful petitioners do not see themselves as inefficacious but—possibly instead—do see government responsiveness in distinctly negative terms, and, (3) the kind of evidence that can help sustain a positive sense of self-efficacy will not suffice to undergird a belief in system responsiveness.

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Pajares, Frank y Amy Lapin Zeldin. "Inviting Self-Efficacy Revisited". Journal of Invitational Theory and Practice 6, n.º 1 (1 de marzo de 2022): 48–68. http://dx.doi.org/10.26522/jitp.v6i1.3853.

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The purpose of this study was to explore the personal stories of women who selected careers in mathematics, science, and technology to examine whether the verbal persuasions and invitations they received influenced their academic paths. Results revealed that self-beliefs were nurtured by familial, academic, and work-related influences. The selfbeliefs, in turn, nurtured the effort, persistence, and resilience required to overcome obstacles. Three interrelated themes emerged: (a) invitations and verbal persuasions were instrumental sources for the development and maintenance of confidence: (b) self-efficacy beliefs, nourished by invitations, fostered resilience to academic and social obstacles: and (c) invitations from others reemerged at critical points as self-invitations that the women used to buttress themselves against challenges.

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Johnson, Sarah Robbie y David R. Jones. "Special Educator Self-Efficacy". Educational Renaissance 10, n.º 1 (25 de octubre de 2021): 1–13. http://dx.doi.org/10.33499/edren.v10i1.163.

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In California, the longstanding insufficiency of special educators has compounded since the 2013-2014 academic year. Districts and state legislators have relied on the issuance of substandard permits (i.e., Provisional Intern Permits, Short-Term Staff Permits, and Intern Credentials) to counteract the shortage. However, the effectiveness of this approach has limited evaluation. This study evaluated differences between pre-service and in-service special educators’ self-efficacy ratings. Special educators serving in California’s Central Valley on substandard permits or valid teaching credentials (i.e., Preliminary and Clear Credentials) completed the Teachers’ Sense of Efficacy Scale. Differences were assessed across several variables using independent t-tests and one-way ANOVAs. Significant differences emerged in special educators’ self-reported levels of self-efficacy as a function of credential status, favoring those with valid credentials. The findings indicate a correlation between special educators’ credential status (a proxy for training) and self-reported self-efficacy. The results of this study add to the research on special educators’ self-efficacy by exploring the phenomenon among a newly emerged group of California-based special educators: substandard permit holders. keywords: self-efficacy, special education, substandard authorization, pathways to teaching

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Brewer, Paul. "Efficacy and the Self". British Journal of Occupational Therapy 61, n.º 5 (mayo de 1998): 198–202. http://dx.doi.org/10.1177/030802269806100504.

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Psychoanalytic theory concerning efficacy is reviewed from a historical perspective together with the work of the more recent writers, Daniel Stern and Joseph Lichtenberg. The contribution of the early caregiver and the impact of upbringing on the experience of efficacy is considered. Some psychoanalytic ideas are applied to the practice of activity-based therapy.

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Erdem, Eda y Özcan Demirel. "TEACHER SELF-EFFICACY BELIEF". Social Behavior and Personality: an international journal 35, n.º 5 (1 de enero de 2007): 573–86. http://dx.doi.org/10.2224/sbp.2007.35.5.573.

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This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003–2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.

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Lee, Kwan Min. "MUD and Self Efficacy". Educational Media International 37, n.º 3 (enero de 2000): 177–83. http://dx.doi.org/10.1080/09523980050184745.

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Mok, Magdalena Mo Ching y Phillip John Moore. "Teachers & self-efficacy". Educational Psychology 39, n.º 1 (2 de enero de 2019): 1–3. http://dx.doi.org/10.1080/01443410.2019.1567070.

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Toland, Michael D. y Ellen L. Usher. "Assessing Mathematics Self-Efficacy". Journal of Early Adolescence 36, n.º 7 (27 de julio de 2016): 932–60. http://dx.doi.org/10.1177/0272431615588952.

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