Self-efficacy Attitudes Research Articles

An Exploration of Self-Efficacy and Its Associated Factors among Rheumatoid Arthritis Patients in Taiwan

Self-efficacy is an important ingredient in successful disease management, especially in patients with chronic conditions such as rheumatoid arthritis (RA). However, the information on self-efficacy and its influencing factors among RA patients is scarce. This study investigated the level of self-efficacy and its pertinent predictors among RA patients in Taiwan. This cross-sectional study recruited patients with RA from a hospital in Taiwan between January and October 2023. A structured questionnaire was used to collect data on respondents’ demographic and job characteristics and included a Chinese version of the Arthritis Self-Efficacy Scale (ASES). Multiple linear stepwise regression analysis was employed to identify predictors of self-efficacy. A total of 284 RA patients were enrolled during the study period. The mean ASES score among enrollees was 1607.1, indicating a moderate level of self-efficacy (score range of 200–2000). The regression model displayed that those with higher disease activity scores, Taiwanese Depression Questionnaire scores, fatigue level, shorter disease duration, swollen upper limb joints, and no regular exercise regimen reported lower ASES scores, accounted for 46% of the total variance. The study findings may be useful for healthcare providers in identifying RA patients with low self-efficacy attitudes, a trait that appears to be linked to several medical indicators, and thus facilitating the provision of future tailored healthcare regimens.

Cultivating self-efficacy to empower professionals’ re-up skilling in cybersecurity

Purpose The accelerated digital transformation and the growing emphasis on privacy, safety and security present ongoing challenges for cybersecurity experts. Alongside these challenges, the multidisciplinary, everchanging and complex nature of the cybersecurity domain has further challenged the acquisition and retention of cybersecurity talent. Empowering reskilling and upskilling in cybersecurity necessitates efficacious educational endeavours which promote self-confidence and foster a growth mindset. The purpose of this paper is to highlight that cultivating self-efficacy in cybersecurity education can help promote competency development and effectively address the prominent skills gaps. This notion applies equally to both aspiring individuals pursuing a career in cybersecurity and professionals in the field who may wish to better articulate the skills they already possess, the skills they lack and newly surfacing skills that need to be developed. Design/methodology/approach The study discusses the imminent need for adopting a “skills-first” approach in cybersecurity and explores innovative pedagogies and professional frameworks that can inform and frame such an approach. Subsequently, a critical analysis of the importance of self-efficacy towards motivating and supporting upskilling in cybersecurity is performed. A case study is presented, expanding the authors’ previous work on cybersecurity professional development, to demonstrate the mediating role that self-efficacy can play in developing core cybersecurity competencies. The case study presents the design of a new cybersecurity curriculum in the context of postgraduate, synchronous distance cybersecurity education, and it is utilised as a basis to discuss how the proposed curriculum cultivates self-efficacy attitudes. Findings A skills-first approach is becoming the new norm in contemporary workplaces. This work highlights the importance of actively nurturing self-efficacy attitudes through innovative cybersecurity curricula that can be tailored to the learners’ needs, instigating a drive for learning and, ultimately, helping learners effectively upskilling by portraying a self-directed learning path and a professional growth mindset in cybersecurity. Originality/value The authors present the importance of cultivating self-efficacy in higher and lifelong education to foster reskilling and upskilling in cybersecurity. An innovative cybersecurity curriculum was constructed and delivered with a group of learners demonstrating how self-efficacy can be leveraged through interactive, reflective and self-assessment educational activities that enhanced motivation and self-awareness, curiosity, attention to detail and resilience – key skills for a successful career in cybersecurity.

Pilot Evaluation of DIsability Anti-BuLlying (DIAL) Training for Elementary Special and General Education Teachers: Impact on Teacher Self-Efficacy Attitudes Toward Bullying and Student Outcomes

Pilot Evaluation of DIsability Anti-BuLlying (DIAL) Training for Elementary Special and General Education Teachers: Impact on Teacher Self-Efficacy Attitudes Toward Bullying and Student Outcomes

Examination of Sports Sciences Faculty Student’s Competence in Sports Levels and Self-Efficacy in Sports According to Various Variables

Current study aimed to examine Erzurum Technical University Faculty of Sport Sciences students’ sports competence levels and self-efficacy levels according to various variables. A total of 116 students, fifty four female, and sixty two male, participated in the study, in which the quantitative research model was used. In the first part, the Personal Information Form was used to determine the demographic characteristics of the participants, the second part used the Self-Efficacy Attitude Scale, and the third part used the Competence in Sports Scale. Frequency analysis, kurtosis, skewness test, One-Way ANOVA analysis, t-test, and correlation analysis were used in the research. A positive and moderately significant relationship was found between the Self-Efficacy Attitude Scale and the Competence in Sports Scale. According to gender, it was determined that male students’ competence in sports was significantly higher than female students’ sports competence. According to the branch variable, it was determined that the self-efficacy status of the students who do individual sports is significantly higher than the self-efficacy status of the students who do team sports and who do not have a branch. In addition, according to the age variable, no significant relationship was found between the competence status of the students in sports and their self-efficacy attitudes. As a result, it can be said that male students have higher proficiency in sports than female students, and they feel more competent. It has been determined that the self-efficacy attitudes of the students who do individual sports are higher than those who do team sports.

An online-based intervention to promote healthy eating through self-regulation among children: study protocol for a randomized controlled trial

BackgroundDespite the enormous investment governments allocate to fight obesity, its worldwide prevalence is still on the rise. Moreover, the majority of the programs implemented are still targeting adults struggling with overweightness and focusing on transmitting knowledge about food. However, research shows that obesity prevention is more efficacious and cheaper, and beliefs about healthy eating have a stronger influence on eating behavior than declarative knowledge about food. In fact, knowledge about healthy eating only influences weight status when combined with self-regulation competences. Thus, the main goal of the current project is to develop and evaluate the efficacy of an online preventive intervention program, the HEP-S. This program is designed to promote and develop a set of transversal skills and strategies, related to self-regulation, on the healthy eating domain among school-aged children.MethodsA three-armed randomized controlled trial will be conducted in several schools in Portugal. It will include a standard control group, with no intervention; an online intervention group, with the program for 20 weeks; and an enhanced online intervention group, with the program for 20 weeks embedded with gamification strategies throughout the program. Per research group, 40 groups of about 15 children each will be recruited and measured at five different time points. The three research groups will complete the same assessment protocol at the same timings (baseline, post-intervention, and 3, 6, and 9 months’ follow-ups). The assessment protocol will include anthropometric and psychological measures. The primary outcome measures will be the development of self-regulation skills for healthy eating over time, the development of self-efficacy attitudes, knowledge about healthy eating over time, and others. The secondary outcome measures will include the effect of gamification strategies, engagement, and satisfaction with the program, among others. The program will comprise the following: (i) a weekly group synchronous videoconference session with a trained educational psychologist serving as a mediator and (ii) a weekly parental involvement activity. Narratives, or story-tools, embedded with self-regulation strategies are at the core of the intervention.DiscussionThe program may play an important role in preventing risky and unhealthy eating behaviors by focusing on the development of self-regulation skills and strategies among elementary school children.Trial registrationClinicalTrials.gov NCT04099498. Registered on 23 September 2019.

Validity and Reliability Study of Academic Self-Efficacy Scale for Faculty Members

In this study, it is aimed to develop a measurement tool with measurement validity and reliability, which can be utilized to identify the academic self-efficacy attitudes of faculty members working in the education faculty. The literature was screened during the development of the scale, the opinions of the teaching staff about the subject were taken one-on-one, and a pool of 40 items was created by making use of the previous studies related to this field. The validity and reliability of the measurement tool were analyzed on the 410-person data set obtained from the application. Exploratory Factor Analysis (EFA) was conducted with the remaining 200 data from the data set, without looking at specific criterion on the structure validity of the scale. As a result of the Exploratory Factor Analysis applied to the data obtained after the first application, 7 items were removed from the 40-item scale. It was determined that the remaining 33 items consisted of 5 sub-dimensions. The scale sub-dimensions are named as follow respectively; “Comparing yourself with other faculty members”, “Being able to combat the difficulties faced”, “Self-development”, “Effective teaching process of a course” and “Extracurricular activity”. The Cronbach’s alpha coefficient was .877 for the whole scale, and it was as follows for the sub-dimensions in respective order; .920.927.895.833 and .828. These findings have revealed that the scale is a tool that can measure academic staffs’ Self-Efficacy levels with five factors. The scale is expected to be used by researchers in the field.

Factors Affecting Indonesian Pre-Service Teachers’ Use of m-LMS: A Mix Method Study

The purpose of this research is to investigate factors affecting Indonesian pre-service teachers’ (PSTs) teachers’ use of m-learning management systems (m-LMS) in higher education. The difference regarding the use of m-LMS based on some demographic information namely gender, university, year in university, and age are also reported as well as gaining an in-depth understanding of the use of m-LMS in Indonesian universities. To achieve this, two approaches, quantitative and qualitative, were applied. First, we developed and distributed a survey instrument to 210 students teachers based on the technology acceptance model (TAM). In addition, we interviewed 7 of the PSTs to obtain an in-depth understanding of the use of m-learning in their learning. Some statistical calculations were presented such as mean, standard deviation, Cronbach’s alpha, t-test, and ANOVA. Findings suggest that PSTs’ use m-LMS are related to their Perceived usefulness and perceived ease of use, Subjective norm and attitudes Self-efficacy and supporting condition. From these results, we recommend that teacher educators should target these factors within teacher development programs to prepare PSTs for successful use of m-LMS.

Pengaruh Pendekatan Pembelajaran Konstruktivisme dan Self-Efficacy Siswa terhadap Kemampuan Komunikasi Matematis Siswa

This study concerned on the influence of constructivism and student self-efficacy approach to mathematical communication. The ability of mathematical communication and self-efficacy of student-controlled students is very important for students. This research sought to examine (1) the influence of learning approach of constructivism to mathematical communicative ability, (2) the influence of student self-efficacy toward student's mathematical communication ability, (3) influence of constructivism and student self-efficacy approach to students' mathematical communication ability. This is a quantitative research employing the pretest-posttest non-equivalent control group design, the population in this study is all Year 7 students of junior high school. Data collection was done by student mathematical communication skills test and student self-efficacy attitude scale. This study found that the use of constructivism and self-efficacy approach significantly influence students' mathematical communication skills and there is no interaction between students’ mathematical communication skills and self-efficacy using the constructivism learning approach.

THE RELATION BETWEEN SELF-EFFICACY TOWARD MATH WITH THE MATH COMMUNICATION COMPETENCE

The aim of this research is to analyze the relationship between self-efficacy toward mathematics with mathematical communication competence. The design of this research is survey and correlation technique. The research instruments used in this research are math communication competence test and attitude scale. The instruments used are 5 questions about math communication competenca teat and 28 statements about self-efficacy. The research population is all student of SMP Negeri 1 Soreang. With samples of this research were 70 students of 7th grade student chosen by cluster random sampling. The data analyzed quantitatively done through math communication data and self-efficacy attitude scale. SPSS 20 used in this research. The result shows that student self-efficacy influences students math communication competence.

Interplay of secondary pre-service teacher content knowledge (CK), pedagogical content knowledge (PCK) and attitudes regarding scientific inquiry teaching within teacher training

BackgroundBeginning teachers encounter several constraints with respect to scientific inquiry. Depending on their prior beliefs, knowledge and understanding, these constraints affect their teaching of inquiry.PurposeTo investigate quantitatively the longitudinal relationship between pre-service teachers’ knowledge and attitudes on scientific inquiry teaching as part of a short teacher training.SampleN = 121 pre-service teachers for teaching biology at the secondary level in Germany and Switzerland.Design and methodsWe applied a pre–post-research design. As part of the teachers’ attitudes we measured cognitive beliefs, affective states and self-efficacy. In addition, the teachers completed a test on content knowledge (CK) and pedagogical content knowledge (PCK). To examine the relationship between the different measurements, we applied structure equation modelling.ResultsThere was no significant relation between CK and PCK at both time points. The analysis further demonstrates that the PCK acquired after the training on teaching scientific inquiry predicts subsequent attitudes. Prior CK does not affect subsequent attitudes regarding teaching scientific inquiry. Moreover, prior attitudes do not substantially predict subsequent PCK and CK. In addition, prior teaching experience in biology explains individual differences, and self-efficacy attitudes predict changes in attitudes with respect to teaching scientific inquiry by the end of training.ConclusionsIt appears that even short PCK training seminars may affect pre-service teacher attitudes towards scientific inquiry. Hence, teaching education programmes should be designed to broaden PCK.

The Effect of Using in Computer Skills on Teachers’ Perceived Self-Efficacy Beliefs Towards Technology Integration, Attitudes and Performance

The current study analyzes the relationship between the apparent teacher’s Self-efficacy and attitudes towards integrating technology into classroom teaching, self- evaluation reports and computer performance results. Pre-post measurement of the Computer Technology Integration Survey (CTIS) (Wang et al,2004) was used to determine the confidence level with of 60 science teachers and 12 mixed-major teachers enrolled at the Lebanese University, Faculty of Education in the academic year 2011-2012. Pre –post measurement on teachers’ attitudes towards using technology was examined using an opened and a closed questionnaire. Teachers’ performance was measured by means of their Activeinspire projects results using active boards after their third practice of training in computer skills and Activeinspire program. To accumulate data on teachers’ self-report, this study uses Robert Reasoner's five components: feeling of security, feeling of belonging, feeling of identity, feeling of goal, and self-actualization which teachers used to rate themselves (Reasoner,1983). The study acknowledged probable impacts of computer training skills on teachers ‘self-evaluation report, effectiveness of computer technology skills, and evaluations of self-efficacy attitudes toward technology integration. Pearson correlation revealed a strong relationship r = 0.99 between the perceived self-efficacy towards technology incorporation and teachers’ self-evaluation report. Also, the findings of this research revealed that 82.7% of teachers earned high computer technology scores on their Activeinspire projects and 33.3% received excellent grades on computer performance test. Recommendations and potential research were discussed.Keywords: Self- esteem; Activeinspire pre-service training; Perceived self -efficacy; Computer technology performance.

The Effect of the Integration of Computing Technology in a Science Curriculum on Female Students' Self-Efficacy Attitudes

Females are underrepresented in technology-related careers and educational programs; many researchers suggest this can be traced back to negative feelings of computer self-efficacy developed as early as the age of 10. This study investigated the effect of embedding technology into a 5th grade science classroom and measuring its effect on self-efficacy beliefs of young females. During a 1-semester trial, students in an experimental group used tools such as Kidspiration©, Keynote©, and Promethean© ActivBoard for specific assignments; students in a control group were not exposed to technology integrated specifically into the science curriculum. Our results indicated that the careful selection and use of computing technology led to higher levels of perceived importance and self-efficacy toward technology by female students.