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Letteratura scientifica selezionata sul tema "Self-efficacy for group work"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 2 febbraio 2022

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Articoli di riviste sul tema "Self-efficacy for group work"

Nsenduluka, Evaristo, e Himanshu Kumar Shee. "Organisational and group antecedents of work group service innovativeness". Journal of Management & Organization 15, n. 4 (settembre 2009): 438–51. http://dx.doi.org/10.1017/s1833367200002534.

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AbstractThis study examined the individual and combined effects of the organisational-level variables of climate and task design, and the group-level variables of group citizenship behaviour (GCB), market orientation, group self-efficacy (GSE), and group climate for innovation (GCI) on work group service innovativeness. Specifically, this study theorised that work group service innovativeness is a product of both organisational (organisational climate and task design) and work group (GCB, market orientation, and GSE) contexts. Drawing upon the theories and literature, six hypotheses were derived. Data were collected through a 64-item questionnaire using a 7-point Likert scale from four hotels in Melbourne, Australia. Results indicated that organisational climate, task design, GCB, group self-efficacy, and group climate for innovation were significant predictors of work group service innovativeness, while market orientation was not. Limitations, future directions, managerial and research implications are explored.

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Öntaş, Özlem Cankurtaran, e Melike Tunç Tekindal. "The Effect of Group Work on the Self-efficacy of Social Work Students". Procedia - Social and Behavioral Sciences 174 (febbraio 2015): 1124–28. http://dx.doi.org/10.1016/j.sbspro.2015.01.804.

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Zammitti, Andrea, Paola Magnano e Giuseppe Santisi. "“Work and Surroundings”: A Training to Enhance Career Curiosity, Self-Efficacy, and the Perception of Work and Decent Work in Adolescents". Sustainability 12, n. 16 (11 agosto 2020): 6473. http://dx.doi.org/10.3390/su12166473.

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The development of professional identity starts with childhood. In adolescence, individuals should have appropriate resources to make choices; high levels of self-efficacy and professional curiosity, as well as better representations of the concept of work and decent work, could support adolescents in their planning of the future. For this reason, we developed a training aimed at providing adolescents with resources of professional curiosity and self-efficacy, which would also increase their representation of the concepts of work and decent work. A longitudinal study compared a control group (n = 80) with an experimental group (n = 80). The second group participated in mainly qualitative career counseling activities and showed an improvement in the levels of professional curiosity and self-efficacy; moreover, after the training, the experimental group showed a better representation of work and decent work. Consequently, the training managed to improve the dimensions set out above. The results show that career counseling activities can help increase adolescent resources and increase their chances of finding a qualitatively good job.

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Walter N. Stone. "Thinking About Our Work: The False Self". Group 38, n. 3 (2014): 237. http://dx.doi.org/10.13186/group.38.3.0237.

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Busch, Tor. "Gender, Group Composition, Cooperation, and Self-Efficacy in Computer Studies". Journal of Educational Computing Research 15, n. 2 (settembre 1996): 125–35. http://dx.doi.org/10.2190/kqjl-rtw1-vvuy-bhlg.

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This study aimed to investigate whether gender, group composition, or self-efficacy in computing has any impact on cooperation, giving or getting task-related help, and level of activity in student groups. The groups were established during a computer course among 150 college students in business administration. According to our results, students with low self-efficacy in computing, and students in groups with a majority of females, cooperated more than any other categories in their work with computers. Furthermore, students with high self-efficacy in computing, and students with a high degree of previous computer experience, offered more task-related help to other students than did the rest. In terms of gender, the level of activity was evaluated as highest in majority-female or majority-male groups. Moreover, female students had significantly lower self-efficacy in computing, less previous computer experience, and they had received less previous encouragement to work with computers. Finally, female students were receiving more task-related help, while at the same time giving less task-related help than male students.

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Moxley, David P., Holly R. Feen-Calligan, Olivia G. M. Washington e Lois Garriott. "Quilting in Self-Efficacy Group Work With Older African American Women Leaving Homelessness". Art Therapy 28, n. 3 (settembre 2011): 113–22. http://dx.doi.org/10.1080/07421656.2011.599729.

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Kang, Se-Won, e Eun-Jin Choi. "The Relationship between Self-efficacy for Group Work and Intercultural Competency among Nursing Students". Korean Data Analysis Society 21, n. 5 (31 ottobre 2019): 2279–88. http://dx.doi.org/10.37727/jkdas.2019.21.5.2279.

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Syna Desivilya, Helena, e Dafna Eizen. "CONFLICT MANAGEMENT IN WORK TEAMS: THE ROLE OF SOCIAL SELF‐EFFICACY AND GROUP IDENTIFICATION". International Journal of Conflict Management 16, n. 2 (febbraio 2005): 183–208. http://dx.doi.org/10.1108/eb022928.

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Yoon Im Kane. "Comments on Walter Stone's “Thinking About Our Work: The False Self”". Group 38, n. 3 (2014): 255. http://dx.doi.org/10.13186/group.38.3.0255.

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Tesi sul tema "Self-efficacy for group work"

Borgegård, Per, e Anders Bergh. "Outcome expectancy i arbetslivet : Predicerar work locus of control, work self efficacy och collective efficacy outcome expectancy?" Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-7342.

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Bandura definierar (1997) outcome expectancy som individens skattning av sannolikheten att ett beteende ska leda till ett specifikt utfall. Utöver individens skattning av sitt eget beteendes följder (individual outcome expectancy), är hennes bedömning av sin grupps möjlighet att nå ett specifikt utfall (collective outcome expectancy) en del av begreppet (Riggs & Knight, 1994). Studien syftar till att undersöka huruvida arbetsrelaterad- self efficacy, locus of control och collective efficacy predicerar outcome expectancy. En enkätundersökning genomfördes med 102 deltagare från olika yrkesgrupper. Resultatet visade att arbetsrelaterad- self efficacy och locus of control samvarierade med individual outcome expectancy och att collective efficacy predicerade collective outcome expectancy. Dock var gruppstorleken av betydelse för prediktionen. Studiens hypoteser bekräftades av tidigare forskning.

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Marinaro, Rebeckah. "The effect of group songwriting versus poetry writing on the self-efficacy of adults who are homeless". Thesis, The Florida State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1539252.

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The purpose of this study was to investigate the effect of group songwriting versus poetry writing on the self-efficacy of adults who are homeless. The study was conducted in the day center of an emergency shelter where participants took part in one of two conditions. The treatment condition consisted of a single music therapy songwriting session during which participants ( n = 19) collaboratively wrote lyrics and composed the music for an original song. After the group performed the song together, with the use of handheld percussion instruments, the researcher facilitated a closing discussion. The control condition consisted of a single poetry therapy session during which participants (n = 14) collaboratively wrote a free-verse poem, recited it together, and concluded with a facilitated discussion. Results showed increased mean self-efficacy scores for both conditions, though neither group's improvement was significant. While there was also no significant difference in the amount of change exhibited by one condition as compared to the other, the music group did evidence a stronger trend of movement toward higher self-efficacy. Music participants had higher mean change scores on 4 out of 5 pre/posttest questions, as well as a higher overall mean change score (6% change as compared to 2% in the poetry condition). The products created in each session were analyzed for observable differences. Overlapping themes included: love, peace, happiness, unity, goals, change, positive thinking, and overcoming adversity. The songs composed by the two music therapy groups were written in verse-chorus form and produced between 6 and 8 unique, unrepeated lines. The poem written by the poetry therapy group was through-composed and produced 26 unique lines. The poetry group product also contained more themes, more sub-thematic material and greater complexity, as evidenced by more detailed explication of each idea. The unique strengths of songwriting and poetry writing in this setting were illuminated by their use in this study; specific goal areas best suited to each modality are discussed. Literature reviewed strongly suggests the need for additional research regarding the use of music therapy with adults experiencing homelessness. The results of this study suggest that both music therapy and poetry therapy are effective therapeutic approaches for this population and that songwriting specifically, may have distinct advantages in addressing self-efficacy.

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Alavi, Seyyed Babak Education Faculty of Arts &amp Social Sciences UNSW. "A multilevel study of collective efficacy, self-mental models, and collective cognition in university student group activities". Awarded by:University of New South Wales. Education, 2005. http://handle.unsw.edu.au/1959.4/33242.

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The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.

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Maldonado, Leslie. "The study of self-efficacy in Latin female immigrants attending a support group at a community based agency". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2313.

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The focus of this study is the effectiveness in increasing self-efficacy and self-esteem level, parenting skills, awareness about domestic violence issues, and the overall effects of these on the quality of life of at-risk Hispanic female immigrants attending a support group at a community agency.

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Wolf, Kay N. "The relationships among task expertise, general problem-solving confidence, and self-efficacy to solve work-related problems in group settings /". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1240663043.

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Wolf, Kay Newlon. "The relationships among task expertise, general problem-solving confidence, and self-efficacy to solve work-related problems in group settings". The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240663043.

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Strauss, Michele. "Causes of dysfunctional behaviour within self-directed work teams : a case study / M. Strauss". Thesis, North-West University, 2005. http://hdl.handle.net/10394/1051.

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The key to production effectiveness lies in the optimal utilisation of the organisations own employees. This has been accomplished by changing the power structure within organisations with the introduction of self-directed work teams. In addition to carrying out the work, SDWT members make decisions that are traditionally the jurisdiction of first line supervisors. This method of management and work planning can lead to added stress and behaviour not anticipated from employees. This behaviour, if not addressed, may have a debilitating effect on the team's performance and therefore on the organisations' bottom line. To address this behaviour, the specific causes must first be identified. The pressure within the teams of a gold mine is increased due to the fact that one day's loss of production can cost hundreds of thousands of rand. The objective of the research was to determine what causes certain dysfunctional behaviours in self-directed work teams, and the effect this has on the workplace and performance. A qualitative study was done whereby a single group of subjects was obtained. This group consisted of 40 subjects (N=40). Three different work groups were part of the case study. These groups were observed in the workplace, the group's interactions with other members in the group were observed, and the group's interactions with leadership figures were observed, and finally individual members participated in unstructured interviews in order to identify the experience of members in the work groups and also to discover what elements contributed to the dysfunctional behaviour identified in the workplace. Data from interviews was used to develop major groupings, or general classifications of broad categories of themes, where a theme is a recurrent topic of discussion or often mentioned key factor with regards to behaviour. Information was also gathered by observing individuals in their places of work. The results showed that the factors, which were most frequently sited, were the issues of contradictory demands and control (leadership). Another factor considered important by all role players was relationships. Other influences identified, but of less importance, were support, trust and communication, cultural diversity, role clarity and finally, individual needs. By way of conclusion, recommendations for future research are made.
Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

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Svensson, Nina. "Do you dare to think outside the box? : Impacts of alcohol, negative affect and evaluation apprehension on inhibition of creative performance". Doctoral thesis, Karlstads universitet, Institutionen för sociala och psykologiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41130.

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Conditions relating to evaluation apprehension, alcohol and affect were investigated in relation to creative performance. Study I compared group work with individual work, and control conditions were compared with de Bono creativity-enhancing techniques. Study II studied the effect of alcohol and emotional-enhancing film material on primary-secondary process relations and creative performance. Study III explored experiences of working on a creative task after receiving negative feedback. Study IV investigated the relationship between fear of evaluation and creative performance. Study I showed higher scores on different measures of creative performance for group work, while individual work showed higher total fluency scores. Further, de Bono technique conditions showed lower fluency and lower flexibility. Study II showed signs of decreased creative performance after the intake of alcohol, and signs of increased primary process thinking but no effect of on creative performance after emotional enhancement. Study III showed that stress, fear of producing ‘incorrect’ responses and low self-efficacy were inhibiting factors on creative performance. Study IV showed that fear of evaluation was related to a lower self-efficacy, higher degree of worry, and higher degree of self-censorship. Further, Study IV showed that fear of negative evaluation had a positive relation to number of ideas produced, but no relation to quality of ideas. Additionally, support for creativity showed positive relations to both number of ideas produced and quality of ideas.
Creativity is desired in many situations. Areas where creativity is needed include innovation, product development and artistic performance. Further, creative activities are connected with joy and pleasure for the individual. However, many of us are struggling when it comes to creative performance, and it is considered hard to be creative. The overall aim of this thesis was to investigate inhibition of creative performance. The results of the four papers comprised in the thesis suggest that group work have an effect on the creative process, explicit instructions may narrow down possible solutions for a problem, alcohol may inhibit creative performance and evaluation apprehension is related to self-censorship of ideas. Further, support for creativity showed positive relations with both quantity and quality of ideas. The main conclusion of the thesis is that individuals may withhold ideas in fear of others’ reactions. Therefore, creative performance is not only a question of ability, but also a question of willingness to communicate.

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Kiesel, Claire Marie. "Perceptions of Collective Efficacy as a Mediator: An Examination of the Perceptions of Group Cohesion, Social Loafing, and Collective Efficacy". Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1534937246305126.

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Andrews, Sharleen. "Women's Empowerment by Group Sewing Training: A Microfinance Study in El Salvador". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6509.

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This case study explored the lived experiences of 8 participants in a microfinance sewing program in El Salvador. Numerous studies focused on empowering women by employing microfinance projects or programs in many countries; however, a lack of empirical data exists regarding Salvadoran women's perceptions about how a sewing program with teamwork affects women's empowerment. The purpose of this case study was to understand the women's personal stories, their obstacles as well as any factors they saw as empowering them. Guided by a constructionist framework, a sample of 8 participants: 5 who were sewing students and 3 who were employees, who shared their administrative perspectives about participants' skills, data collection and data analysis methods gained. Five themes emerged from the women's interviews about their sewing program experience: (a) program effect on women's well-being; (b) gained a means of income; (c) increased self-efficacy, confidence, and security; (d) worked in groups or teams; and (e) the teacher's positive influence. The 5 sewing student participants reported they developed self-efficacy and self-fulfillment in the sewing program. The women attributed their success to the teacher, who taught them sewing skills and provided guidance and encouragement. This study contributes to social change by providing insight for additional women's studies on women's empowerment, social work with families and children, and for MSW social work students.

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Più fonti

Libri sul tema "Self-efficacy for group work"

Gross, Douglas R., Mark D. Stauffer e Dave Capuzzi. Group work. 5^a ed. Denver: Love Pub., 2010.

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Introduction to group work. 4^a ed. Denver, CO: Love Pub. Co., 2005.

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Adams, Robert. Self-help, social work and empowerment. Basingstoke: Macmillan Education, 1990.

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How to work with self help groups: Guidelines for professionals. Aldershot, Hants, England: Arena, 1995.

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Fearn, Amanda. Increase self-esteem and motivation through effective group work. Leicester: Connexions Leicestershire, 2003.

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Fitzpatrick, Lawrence. The work of a self build group: A practitioner's critique. Glasgow: Planning Exchange, 1992.

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John, Jenkinson, a cura di. Leading a support group. London: Chapman and Hall, 1990.

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Nichols, Keith A. Leading a support group. London: Chapman and Hall, 1991.

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Sieler, Marianne. "Gemeinsam können wir einander stärken!": Selbsthilfegruppen zwischen Selbstbestimmung und professioneller Unterstützung. Stuttgart: Evangelische Gesellschaft, 2009.

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Exploring the self through photography: Activities for use in group work. London: Jessica Kingsley Publishers, 2009.

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Capitoli di libri sul tema "Self-efficacy for group work"

Antoni, Conny. "Group Fabrication to Self-Designing Work Teams". In Social Indicators Research Series, 201–17. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9492-9_13.

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Giacomucci, Scott. "History of Social Work with Groups in Practice and Education". In Social Work, Sociometry, and Psychodrama, 17–30. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6342-7_2.

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AbstractThis chapter outlines a brief history of social work with groups including its place within the larger social work field and the landscapes of group work practice and education. Basic theory and concepts in social work with groups are presented including mutual aid, the centrality of relationships, and an introduction to the non-deliberative social work tradition. The presence of group work in social work practice has significantly increased due as research studies have piled up to support its efficacy. Nevertheless, at the same time, the presence of group work in social work education has steadily declined in the past several decades.

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Adams, Robert. "Initiating and Maintaining a Self-Help Group or Organisation". In Self-Help, Social Work and Empowerment, 76–93. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20670-4_6.

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Frankland, Steve, Pauline Cho, Neil James, Mike Miles, Chris Ricketts, Cheryl Burton, Sherria Hoskins, Carolyne Jacobs e Heather MacKenzie. "Teaching with Group Work, Peer and Self Assessment". In Enhancing Teaching and Learning through Assessment, 143–95. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6226-1_5.

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Porsché, Yannik, Dörte Negnal e Christiane Howe. "Police Work Under Scrutiny: (Self-)criticism in an Ethnographic Focus Group". In Language Research in Multilingual Settings, 23–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34671-3_2.

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Giacomucci, Scott. "Psychodrama and Social Work Theory". In Social Work, Sociometry, and Psychodrama, 101–24. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6342-7_6.

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AbstractThis chapter includes an overview of foundational psychodrama theories—action theory, catharsis, and surplus reality. The three phases of a psychodrama group (warm-up, enactment, and sharing) and the five elements of a psychodrama (stage, protagonist, director, auxiliary egos, and audience/group) are described. Morenean philosophy and sociometric theory are revisited as they relate to psychodrama. The similar elements of psychodrama theory and social work are underlined including the importance of mutual aid, spontaneity, creativity, empowerment, self-determination, interpersonal skills, relationships, group stages, and roles.

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Vancouver, Jeffrey B., Mark Alicke e Leah R. Halper. "Self-Efficacy". In The Self at Work, 15–39. New York, NY: Routledge, [2018] | Series: SIOP organizational frontiers series: Routledge, 2017. http://dx.doi.org/10.4324/9781315626543-2.

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Birdie, Arvind K., e Madhu Jain. "Self-Efficacy". In Organizational Behavior and Virtual Work, 61–67. Toronto ; New Jersey : Apple Academic Press, 2015.: Apple Academic Press, 2017. http://dx.doi.org/10.1201/9781315366548-4.

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Sæbjørnsen, Siv Elin Nord, Sarah Hean, Kristin Røvik, Bjørn Kjetil Larsen e Atle Ødegård. "Do We Need the Users’ Voice? An Empirical Research Example Comparing Views of Service Providers and Ex-Prisoners: Implications for Practice". In Improving Interagency Collaboration, Innovation and Learning in Criminal Justice Systems, 375–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70661-6_15.

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AbstractUser involvement in service development is seen as important to the credibility of these interventions but involving prisoners or ex-prisoners in this process can be problematic because of the vulnerability of this group as well as security issues. Questions arise as whether front line workers can instead reflect the perspectives of their clients accurately during service development events. Further, we query whether an alignment of perspectives is important for effective professional-prisoner relationships and offender self-efficacy when engaging in rehabilitation and reintegration programmes. To explore these questions, this chapter, in a case study third sector mentorship organisation, compares and contrasts the views of ex-prisoners and their mentors. Q methodology is employed to make this comparison. We find that mentors perspectives are most in tune with the most pessimistic perspectives of their clients: the most lonely, indigent and ill group of the exoffenders they work with. They do not share the optimistic views that characterise other groups of offenders in receipt of their service. The chapter explores the implications of these different views for exoffenders, their mentors and the participation of the offender in service innovation.

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Hysaj, Ajrina, Doaa Hamam e Sandra Baroudi. "Efficacy of Group Work in the Online Platform: An Exploration of Multicultural Undergraduates’ Attitudes in Online Academic Writing Classes". In Social Computing and Social Media: Applications in Marketing, Learning, and Health, 246–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77685-5_20.

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Atti di convegni sul tema "Self-efficacy for group work"

Brosens, Lore. "Self-regulating Soft Skills in Group Project-Based Design Education". In GROUP '20: The 2020 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3323994.3371013.

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Kochetkova, Anna Sergeevna, e Tatyana Vasilievna Korotaeva. "SIGNIFICANCE OF PSYCHOLOGICAL AND SOCIAL WORK WITH DEVIANT TEENAGERS". In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-323/325.

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Social realities are formed in such a way that the slogans of freedom and self-expression, success and achievements, which cannot be realized by an individual, are actively being introduced into the consciousness of an individual, using the means of mass communication. This often leads to deviant ways of self-realization, building psychological defense systems. Severe environmental conditions, weakening of group relationships give rise to anxiety, frustration, stress and distress in a person, which are overcome in part of society by violating generally accepted norms of behavior, aggression, illegal actions, and the formation of a specific subculture

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Hakansson, Nils A., e Maury L. Hull. "Muscle Stimulation Waveform Timing Patterns to Increase Muscular Endurance in Functional Electrical Stimulation Pedaling Using a Forward Dynamic Model". In ASME 2009 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2009. http://dx.doi.org/10.1115/sbc2009-206785.

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Functional electrical stimulation (FES) pedaling can provide spinal cord injured (SCI) individuals with cardiorespiratory and muscular strength benefits. A limiting factor in FES pedaling benefit to the SCI population is the low endurance of electrically stimulated muscle. Because a reduction of the force-time integral for a single muscle group leads to an increase in the duration of the force generating capacity of the muscle group [1–2], we sought to test whether reducing the stress-time integral of multiple muscle groups working together could increase the endurance and work performed during FES pedaling. To this end, the objectives of this study were to: 1) compute the electrical stimulation timing patterns that minimize the stress-time integral of the muscles used to pedal a FES ergometer, 2) compare the simulated mechanical energies generated by the muscles with the computed electrical stimulation on and off times, and 3) test the efficacy of the computed electrical stimulation timing patterns in an experimental setting.

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Banerjee, Amit, Juan C. Quiroz e Issam Abu-Mahfouz. "Statistical Comparison of Feature Sets for Time Series Classification of Dynamical System Response". In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51455.

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The use of classification techniques for machine health monitoring and fault diagnosis has been popular in recent years. System response in form of time series data can be used to identify type of defect, severity of defect etc. However, a central issue with time series classification is that of identifying appropriate features for classification. In this paper, we explore a new feature set based on a delay differential equations (DDEs). DDEs have been used recently for extracting features for classification but have never been used to classify system responses. The Duffing oscillator and Van der Pol–Duffing (VDP-D) oscillator are used as dynamic systems, and the responses are classified into self-similar groups. Responses with the same period should belong to the same group. Misclassification rate is used as an indicator of the efficacy of the feature set. The proposed feature set is compared to a statistical feature set, a power spectral coefficient feature set and a wavelet coefficient feature set. In work described in this paper, a density estimation algorithm called DBSCAN is used as the classification algorithm. The proposed DDE-based feature set is found to be significantly better than the other feature sets for the classifying responses generated by the Duffing system. The wavelet and the power spectral coefficient data sets are not found to be significantly better than the statistical feature set for the Duffing system. None of the feature sets tested are discerning enough on the VDP-D system.

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Shirokaya, M. Yr. "Self-organization and feeling of time freelancers". In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.724.739.

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The article presents the results of studying the features of self-organization of activities and the experience of time by freelancers. The sample of freelancers was 96 people, the average age was 33.4 years, the sample of office employees (control group) was 69 people, the average age was 33.8. The samples were made up of professionals from different fields of activity with work experience from 1 year to 22. Methods were used: 1. Questionnaire of self-organization of activity (Mandrikova, 2010), 2. Manager’s Time syndrome (Vodopyanova, 2018). Time perspective (Zimbardo, svord, svord, 2017). To obtain the results, the SPSS statistical package, version 22, used the Kolmogorov test for testing the normality of the distribution, nonparametric descriptive statistics, comparison of averages (Z-test), and Spearman correlation analysis. As a result of the study, freelancers were identified: conscious self-organization of activities; purposefulness and perseverance; orientation to the future, which contributes to high purposefulness and self-organization; temporary tension in activities and the severity of time syndrome; the problem of balancing life and activity time, which is aggravated by increasing dependence on work; the dominance of” Mature “ freelancers of various forms of time deficit experience; different effects of control / lack of control over work on the development of time syndrome in freelancers and office employees.

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Kiss, Eszter, Michelle Barker e Parlo Singh. "International undergraduate business students' perceptions of employability". In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.

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Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.

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Tsybenov, Bazar. "The Daur People of Buteha Region and Creation of a Self-Defense Squad (The Middle of the 20s — The Beginning of the 30s XX c.)". In Irkutsk Historical and Economic Yearbook 2020. Baikal State University, 2020. http://dx.doi.org/10.17150/978-5-7253-3017-5.45.

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The article is devoted to the study of the ethno-territorial group of Daur people, who living in the Buteha region. The work studied the creation of a self-defense detachment in the late 1920s. The purpose of its creation was to protect against attacks by Chinese militarists and bandits. The author described a series of battles of the self-defense detachment of Daur people with the Chinese militarists.

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Fleming, Stewart. "Talking Past Each Other - Staff and Student Reflection in Undergraduate Software Projects". In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2850.

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Group projects are an important part of Software Engineering education. However, conflicts that arise from group work can affect overall class learning and performance. It can be difficult for teachers to fully understand the social context of these issues. We explore the nature of self, peer and staff reflection to identify and mediate issues within a class. We have used a protocol that encourages reflection to explore conflicts that arise from group work in a Software Engineering course. We have found a way to explore and mediate student impressions and expectations and to identify conflicts with staff expectations and course objectives. We present a lightweight and flexible approach for such investigations.

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Lugo, José E., Mari Luz Zapata-Ramos e Manuel J. Perez-Vargas. "Promotion of Innovation and Entrepreneurship in Engineering Design by Synchronizing Engineering and Business School Courses". In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59701.

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There is a need to improve the innovation and entrepreneurship capacity of engineering design students before graduation, as innovation and entrepreneurship are drivers of economic growth. This paper presents the alignment of existing courses within a university system, mainly Design Thinking (Engineering) and Consumer Behavior (Marketing), with the purpose of developing technology-based entrepreneurship efforts that directly impact a society in need of economic development. Students from each course were presented with six current problems being faced by society, for them to work on in groups. The experience of having interdisciplinary teams working together to achieve a common goal is documented. Also, in order to measure the impact of the courses on the students, a survey of innovation self-efficacy was given to the students at the beginning and at the end of each semester. The results and implications for engineering design education are discussed.

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Fritz, Kaitlyn, Line Deschenes e Vijitashwa Pandey. "Effective Design Team Composition Using Individual and Group Cognitive Attributes". In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86888.

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Engineering design is typically a team effort. Design teams frequently need to push technical boundaries to solve the most relevant challenges faced by our society. A significant area of research across multiple fields of investigation, including engineering, is the understanding and use of an individual’s cognitive attributes in the process of assembling productive teams. This research proposes an approach to assembling an engineering design team by first defining the desirable cognitive attributes in the team members. Subsequently, based on individual cognitive profile assessments along these attributes, an exhaustive list of possible design teams is investigated based on their cumulative attribute level. We compare the performance of two teams predicted to perform at different levels, and our results verify the differences between the observations of team interactions and the quality of designs produced. In addition to self-assessments, we also investigate the brain activity of the respondents using electroencephalography (EEG) to evaluate performance in an individual and a team setting. This analysis intends to highlight the characteristics of an individuals’ brain activity under different circumstances to reveal if these characteristics contribute to the success of a design team. EEG data revealed observations such as correlation between raw amplitude and level of team contribution, a higher variation in the channel power spectral density during individual versus team tasks, and a degradation of alpha activity moving from individual to group work. The results of this research can guide organizations to form teams with the necessary cognitive attributes to achieve the optimum design solution.

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Rapporti di organizzazioni sul tema "Self-efficacy for group work"

Fisher, George. The use of self-determination and confidentiality in casework and group work practice: an exploratory study. Portland State University Library, gennaio 2000. http://dx.doi.org/10.15760/etd.229.

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Kelly, Luke. Lessons Learned on Cultural Heritage Protection in Conflict and Protracted Crisis. Institute of Development Studies (IDS), aprile 2021. http://dx.doi.org/10.19088/k4d.2021.068.

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This rapid review examines evidence on the lessons learned from initiatives aimed at embedding better understanding of cultural heritage protection within international monitoring, reporting and response efforts in conflict and protracted crisis. The report uses the terms cultural property and cultural heritage interchangeably. Since the signing of the Hague Treaty in 1954, there has bee a shift from 'cultural property' to 'cultural heritage'. Culture is seen less as 'property' and more in terms of 'ways of life'. However, in much of the literature and for the purposes of this review, cultural property and cultural heritage are used interchangeably. Tangible and intangible cultural heritage incorporates many things, from buildings of globally recognised aesthetic and historic value to places or practices important to a particular community or group. Heritage protection can be supported through a number of frameworks international humanitarian law, human rights law, and peacebuilding, in addition to being supported through networks of the cultural and heritage professions. The report briefly outlines some of the main international legal instruments and approaches involved in cultural heritage protection in section 2. Cultural heritage protection is carried out by national cultural heritage professionals, international bodies and non-governmental organisations (NGOs) as well as citizens. States and intergovernmental organisations may support cultural heritage protection, either bilaterally or by supporting international organisations. The armed forces may also include the protection of cultural heritage in some operations in line with their obligations under international law. In the third section, this report outlines broad lessons on the institutional capacity and politics underpinning cultural protection work (e.g. the strength of legal protections; institutional mandates; production and deployment of knowledge; networks of interested parties); the different approaches were taken; the efficacy of different approaches; and the interface between international and local approaches to heritage protection.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi e Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, maggio 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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