Abstract
Background: The intentional relationship model (IRM) proposes six distinct ways of relating to clients. A new instrument for measuring self-efficacy for using the therapeutic modes in occupational ...
Highlights
Self-efficacy signifies a person’s belief that he or she is able to execute successfully the behaviors required to produce a specific outcome
Aim of the study This study explored sociodemographic and education-related factors associated with self-efficacy for therapeutic mode use in a sample of occupational therapy students in Norway
The present substudy is a cross-sectional design study investigating sociodemographic and education-related factors associated with self-efficacy for therapeutic mode use among the students
Summary
Self-efficacy signifies a person’s belief that he or she is able to execute successfully the behaviors required to produce a specific outcome. Research has shown that self-efficacy beliefs are associated with factors of importance for performance in the educational context, like self-belief constructs, motivation constructs, and academic choices and changes (Pajares, 1996). Studies have shown differing results concerning the relationship between students’ self-efficacy and academic achievement (Cassidy & Eachus, 2000; Multon, Brown, & Lent, 1991; Pajares, 1996; Van Dinther et al, 2011; Zeegers, 2004). Among the third-year students, higher self-efficacy for academic performance was directly associated with academic achievement. No research has investigated factors associated with self-efficacy for therapeutic mode use. Aim: This study aimed to explore sociodemographic and education-related factors associated with selfefficacy for therapeutic mode use in a sample of occupational therapy students in Norway. A potential transfer of self-efficacy beliefs from one area of performance (academic) to another (practical skills) seems possible, and this may be investigated in future studies
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