Teachers' Self-Efficacy in Dyscalculia: Development and Psychometric Validation of a New Scale.

Clinical decision making (CDM) is a cornerstone skill for nurses. Self-confidence and anxiety are two affective influences that impact the learning and adeptness of CDM. Currently, no instruments exist that measure perceived self-confidence and anxiety level of undergraduate nursing students related to CDM. The purpose of this research was to develop, test, and establish psychometric properties for a quantitative instrument that measures the levels of self-confidence and anxiety experienced by undergraduate nursing students while making clinical decisions. The new tool is entitled the Nursing Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM) scale. The tool is a self-report, Likert-type instrument with two subscales measuring levels of self-confidence and anxiety. Bandura's social cognitive theory, regarding self-efficacy and anxiety arousal framed the study along with two embedded nursing models which explain the relationship between self-confidence, anxiety, and CDM. Content validity and face validity were established through critique by a panel of internationally known experts in the area of CDM and by a panel of undergraduate student nurses and registered nurses. Two samples of pre-licensure associate and baccalaureate nursing students participated in either the pilot- (fall 2010, n = 303) or main-testing (spring 2011, n = 242) phase of the study to test the scale. Exploratory factor analysis was used to examine the scale's construct validity. Items were reduced from the scale based on EFA results from each sample. Similar factor structures were found between the two samples, indicating a stable three dimensional scale. The self-confidence and anxiety subscales of the NASC-CDM scale were correlated with two psychometrically sound instruments to examine convergent validity. Pearson r correlation coefficients examined the relationship between the self-confidence subscale and the General Self-Efficacy (GSE) scale. Results were positive, moderate and significant at .54 and .62 for the fall and spring samples respectively. Pearson r correlation coefficients examined the relationship between the anxiety subscale and the Generalized Anxiety Disorder-7 (GAD-7) scale. Results were positive, low to moderate and significant at .52 and .38 for the fall and spring samples respectively. Internal consistency reliability was assessed using Cronbach's alpha reliability coefficient. Alpha coefficients for the final version were: self-confidence subscale, α = .97 and anxiety subscale, α = .96. Results of the study provided initial evidentiary support for the NASC-CDM scale as a content valid, construct valid, convergent valid and reliable measurement tool. Findings of the study have important implications for nursing education. Nurse educators may be able to utilize the NASC-CDM scale in numerous situations, around real-life or simulated clinical experiences. If nurse educators are aware of how affective states, such as levels of self-confidence and anxiety, influence nursing…

This study aimed to validate a comprehensive and psychometrically sound instrument-the Propensity to Cheat Scale (PCS)-designed to measure undergraduate students' propensity toward academic dishonesty in Ethiopian universities. Based on Ajzen's Theory of Planned Behavior, the PCS was validated to assess students' attitudes, subjective norms, and perceived behavioral control related to various forms of cheating, including cheating on tests and examinations, cheating on assignments, cheating on research work (plagiarism), and theft and mutilation of library materials. The present study employed an explanatory research design using a questionnaire based on the Propensity to Cheat Scale (PCS). The questionnaire was administered to 500 university students (male = 367 [73.4%]; female = 133 [26.6%]) selected from three Ethiopian public universities between November and January 2022. In order to measure the underlying variables of propensity towards cheating, a factor model is developed using exploratory factor analysis (EFA), and confirmatory factor analysis was employed to validate the students' perceived PTC. The internal consistency of the PTC scale was assessed using reliability analysis, and validity evaluations were conducted to confirm the scale's discriminant and convergent validity. Confirmatory factor analysis (CFA) results revealed a good fit to the data, and the internal consistency of the PCS was found to be strong, providing a reliable measure of students' propensity for cheating. Validity evaluations, including discriminant validity and convergent validity, confirmed the validity of the scale. The average variance extracted (AVE) and composite reliability values also supported the scale's convergent validity. The multidimensional concept of the PTC was supported by a four-factor solution consisting of 26 reliable and valid items. The findings of the study demonstrate that the scale has also provided sufficient evidence of convergent and discriminant validity. By establishing discriminant and convergent validity, as well as reliability, through different validation procedures, the study has provided strong evidence for the effectiveness of the PCS as an instrument for determining whether university students are likely to engage in cheating behavior.

As inclusive education evolves, Special Education (SPED) teachers must possess foundational knowledge and engage in continuous professional development to address the needs of all their students. This study investigated the effect of preservice training and in-service development activities on the self-efficacy of special education teachers in specific public schools in General Santos City, Philippines. According to Bandura's Social Cognitive Theory, this study investigates the impact of two teacher training components on educators' competence and confidence in performing various special education-related tasks. A descriptive-correlational research approach was employed, and 48 special education teachers were randomly selected from a cohort of educators. We used a validated survey instrument to gather data on respondents' demographic characteristics, the extent of preservice and in-service training they had undergone, and their levels of self-efficacy in 10 critical domains of special education practice. We employed statistical methods, including the mean, Pearson's correlation coefficient, and t-tests, to analyze the data. The findings indicated that preservice training was substantial (M = 3.38). It concentrated extensively on identifying student needs but did little to prepare instructors for facilitating student advancement to the next grade level. Conversely, in-service development activities were identified as extensive (M = 4.17), particularly in mentorship and collaboration. Teachers' self-efficacy was assessed as exceptionally high (M = 4.15), with the highest confidence exhibited when working in partnership with support personnel. A statistically significant moderate positive connection (r = +0.61) existed between in-service development and self-efficacy. The link with preservice training (r = +0.26) was weak and not statistically significant. The findings indicate that preservice training provides teachers with a foundational understanding; however, continuous and specialized professional development is more beneficial in enhancing the self-efficacy of SPED instructors. The study suggests that both components must be strengthened to enhance inclusive education outcomes.

The 18-item Transgression-Related Interpersonal Motivations Inventory (TRIM-18) is a three-dimensional measure of contextual forgiveness widely used in contexts of psychopathology. The present study aimed to examine the psychometric properties of the TRIM-18 in Italian adolescents. In study 1 and 2 we examined the internal validity of the scale using Exploratory Factor Analysis (EFA) in a sample of 724 students (females = 67.8%; Mage = 16.26, SD = 5.21), and Confirmatory Factor Analysis (CFA), in an independent sample of 802 students (females = 51.1%; mean age = 15.95, SD = 1.49). In study 3 we examined the convergent, discriminant, criterion and construct validity in a sample of 274 students (females = 59.1%; Mage = 14.32, SD = 2.73) with measures of forgiveness, positive and negative affect and psychopathology symptoms. EFA confirmed the three original factors, Avoidance, Revenge, and Benevolence and CFA supported the three-factorial structure of the scale. The average variance extracted values of the three TRIM-18 factors in study three provided evidence of convergent and discriminant validity. The correlations between the TRIM-18 scales and the forgiveness measures ranged from strong to moderate, supporting its convergent validity. Similarly, the correlations with affect, and psychopathology measures in expected directions supported the construct validity of the TRIM-18 scales. Results showed strong composite reliability estimates in each sample for all three factors (>.84). The Italian adaptation of the TRIM-18 demonstrated good psychometric properties supporting its reliability and validity as a measure of three forgiveness facets including Avoidance, Revenge, and Benevolence, that are associated with psychopathology in adolescents.

The complex dynamics of inter-religious relations have caused several problems in Muslim minority areas. One solution that is often echoed is religious moderation, which can be strengthened through Islamic education. In understanding it, Albert Bandura's social cognitive theory is relevant, which has several concepts, namely modeling (imitation), self-efficacy (self-confidence) and reciprocal determinism (reciprocal interaction). This study aims to understand the implementation of Islamic education in strengthening religious moderation in the Christian Village of Suwaru in terms of Albert Bandura's social cognitive theory. This research method uses a qualitative descriptive approach with a multi-case study type of research. The results of this study indicate that the religious moderation of the Muslim community of Suwaru is strengthened by the internalization of the values of religious moderation and moderate attitudes reflected in the implementation of Islamic education in the village. The contribution of Islamic education in strengthening the religious moderation of the Muslim community of Suwaru is shown by the role of religious figures who are role models for the community, as well as Islamic education that can increase self-confidence to maintain Islamic identity, as well as Muslim individuals, moderate behavior and the environment of Suwaru Village that influence each other. Some of these things are in line with the concepts of modeling, self-efficacy and reciprocal determinism in Albert Bandura's social cognitive theory.

Considering students in teachers' self-efficacy: Examination of a scale for student-oriented teaching

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Self-Reported Emotion Reactivity Among Early-Adolescent Girls: Evidence for Convergent and Discriminant Validity in an Urban Community Sample

The auditing profession's complexity and high-stakes nature necessitates a nuanced understanding of auditors' self-efficacy, which significantly influences their performance, decision-making quality, audit quality, and fraud detection capabilities. Recognizing a gap in the domain-specific measurement of self-efficacy within this field, this study introduces the Auditor Self-Efficacy (ASE) scale, developed in alignment with Bandura's social cognitive theory. The ASE scale, consisting of three subscales—Technical Skills, Technological Adaptation, and Interpersonal Communication—aims to capture auditors' confidence across key competencies in auditing. This research involved 593 auditors who used an online survey to validate the scale. The findings indicated moderate to high levels of self-efficacy among the participants, with satisfactory internal consistency across the subscales. Confirmatory factor analysis affirmed the structural integrity and validity of the scale, with excellent model fit indices and significant factor loadings. The scale's discriminant validity was also established, highlighting its ability to differentiate between various dimensions of self-efficacy in auditing. The ASE scale's development fills a significant gap in the literature and offers practical implications for enhancing auditors' professional development and organizational capacity building. By providing a detailed measure of auditors' confidence across key competencies, the ASE scale facilitates a deeper understanding of their role and contributions to the auditing profession, paving the way for future research and practice to improve audit quality and efficiency in the evolving financial landscape.
 Keywords: Auditor Self-Efficacy, Auditing Competencies, Technical Skills in Auditing, Technological Adaptation in Auditing, Interpersonal Communication in Auditing, Social Cognitive Theory, Professional Development in Auditing, Audit Quality, Decision-Making in Auditing, Fraud Detection.

This chapter investigates the self-efficacy of Curriculum Specialist Teachers (PECs) in Special Education, a vital construct from Bandura's Social Cognitive Theory. The aim was to adapt the Self-efficacy Scale in Higher Education (AEFS) for the context of job performance, resulting in the Self-Efficacy Scale in Function Performance – Education Context (EAEF-Educ), and to analyze its psychometric properties. Sixty-six PECs from São Paulo's state network participated. Confirmatory and exploratory factor analyses (EGA and bootEGA) were employed. The original factor structure of the AEFS was not confirmed in the EAEF-Educ. EGA indicated a five-factor solution with adequate fit and reliability indices. A new nomenclature for these factors is proposed, reflecting dimensions such as knowledge application, social interaction, goal setting, compliance with external demands, and problem-solving. Results indicate a predominance of moderate self-efficacy and the presence of low levels, highlighting the need for interventions to strengthen these beliefs, optimizing PECs' professional development and enhancing Special Education policies.

Development and initial validation of primary care provider mental illness management and team-based care self-efficacy scales.

Two studies are reported that provide additional validity evidence for the Students' Life Satisfaction Scale (SLSS: Huebner, 1991a). In the first study, evidence for the convergent validity of the SLSS is provided by significant negative correlations with measures of depression and loneliness and a significant positive correlation with a measure of self-esteem. Additionally, as evidence of discriminant validity, the SLSS failed to differentiate a normally achieving group of students from a group of at risk students. In the second study, the pattern of correlations between the SLSS, selected demographic variables, IQ scores, and a measure of teacher-reported school behavior problems provided evidence of cross-method convergent and discriminant validity. The SLSS was also able to differentiate a group of emotionally handicapped students from non-emotionally handicapped students. The implications of the findings for further study of the subjective well-being of children are discussed briefly.

BackgroundDisability does not only depend on individuals’ health conditions but also the contextual factors in which individuals live. Therefore, disability measurement scales need to be developed or adapted to the context. Bangladesh lacks any locally developed or validated scales to measure disabilities in adults with mobility impairment. We developed a new Locomotor Disability Scale (LDS) in a previous qualitative study. The present study developed a shorter version of the scale and explored its factorial structure.MethodsWe administered the LDS to 316 adults with mobility impairments, selected from outpatient and community-based settings of a rehabilitation centre in Bangladesh. We did exploratory factor analysis (EFA) to determine a shorter version of the LDS and explore its factorial structure.ResultsWe retained 19 items from the original LDS following evaluation of response rate, floor/ceiling effects, inter-item correlations, and factor loadings in EFA. The Eigenvalues greater than one rule and the Scree test suggested a two-factor model of measuring locomotor disability (LD) in adults with mobility impairment. These two factors are ‘mobility activity limitations’ and ‘functional activity limitations’. We named the higher order factor as ‘locomotor disability’. This two-factor model explained over 68% of the total variance among the LD indicators. The reproduced correlation matrix indicated a good model fit with 14% non-redundant residuals with absolute values > 0.05. However, the Chi-square test indicated poor model fit (p < .001). The Bartlett’s test of Sphericity confirmed patterned relationships amongst the LD indicators (p < .001). The Kaiser-Meyer-Olkin Measure (KMO) of sampling adequacy was .94 and the individual diagonal elements in the anti-correlation matrix were > .91.Among the retained 19 items, there was no correlation coefficient > .9 or a large number of correlation coefficients < .3. The communalities were high: between .495 and .882 with a mean of 0.684. As an evidence of convergent validity, we had all loadings above .5, except one. As an evidence of discriminant validity, we had no strong (> .3) cross loadings and the correlation between the two factors was .657. The ‘mobility activity limitations’ and ‘functional activity limitations’ sub-scales demonstrated excellent internal consistency (Cronbach’s alpha were .954 and .937, respectively).ConclusionsThe 19-item LDS was found to be a reliable and valid scale to measure the latent constructs mobility activity limitations and functional activity limitations among adults with mobility impairments in outpatient and community-based settings in Bangladesh.

Background:Addiction, especially addiction quitting, has been the main problem of health systems of many countries in recent years. High percentage of addiction recurrence (more than 80%) indicates that the nature and therapeutic method of addiction have not been recognized and it demands more efforts in this field. Thus, the present study was conducted with an aim to examine the effect of Bandura's social cognitive theory implementation on addiction quitting of clients referred to Imam Reza Hospital addiction quitting clinic.Materials and Methods:This two-group experimental study was conducted on 60 clients (30 clients in test group and 30 in control group) referred to Imam Reza Hospital addiction quitting clinic. The study tools were demographic and addiction-quitting self-efficacy questionnaires. After gathering demographic data and conducting pretest, the intervention was carried out based on Bandura's social cognitive theory for the test group and post-test was taken 1 month after the intervention. Data were analyzed by SPSS using related tests.Results:According to the results, test group was more successful than the control group in addiction quitting. There was a significant difference between the two groups in terms of recurrence; it was less in the test group. A significant difference was also found between self-efficacy scores before and after the intervention in the test group.Conclusion:Using Bandura's social cognitive theory was effective on addiction quitting. So, it is recommended to apply it for clients referring to addiction quitting clinics.

Background This study was primarily intended to validate a comprehensive and psychometrically acceptable measure of students’ propensity to cheat (PTC) behavior among undergraduate students in Ethiopian universities by assessing their engagement in different types of cheating behavior. Methods The present study employed an explanatory research design using a questionnaire based on the Propensity to Cheat Scale (PCS). The questionnaire was administered to 500 university students (male = 367 [73.4%]; female = 133 [26.6%]) selected from three Ethiopian public universities between November and January 2022. In order to measure the underlying variables of propensity towards cheating, a factor model is developed using exploratory factor analysis (EFA), and confirmatory factor analysis was employed to validate the students’ perceived PTC. The internal consistency of the PTC scale was assessed using reliability analysis, and validity evaluations were conducted to confirm the scale’s discriminant and convergent validity. Results Confirmatory factor analysis (CFA) results revealed a good fit to the data, and the internal consistency of the PCS was found to be strong, providing a reliable measure of students’ propensity for cheating. Validity evaluations, including discriminant validity and convergent validity, confirmed the validity of the scale. The average variance extracted (AVE) and composite reliability values also supported the scale’s convergent validity. The multidimensional concept of the PTC was supported by a four-factor solution consisting of 26 reliable and valid items. Conclusion The findings of the study demonstrate that the scale has also provided sufficient evidence of convergent and discriminant validity. By establishing discriminant and convergent validity, as well as reliability, through different validation procedures, the study has provided strong evidence for the effectiveness of the PCS as an instrument for determining whether university students are likely to engage in cheating behavior.