Changes In Self-efficacy Research Articles

Emotions and self-efficacy toward simple machines learning through a STEM practice

IntroductionThis study explores the impact of an interactive physics class on the emotions and self-efficacy of elementary education students, specifically in their future roles as educators using STEM-based pedagogical methods. The research aims to understand how such an approach affects students’ emotional responses and confidence in teaching STEM topics.MethodsThe sample included 97 fourth-year prospective elementary teachers. Participants completed pretests and posttests measuring emotions and self-efficacy related to both course content and the pedagogical approach.ResultsFindings indicated a significant increase in both positive emotions and self-efficacy following the interactive class. Male students reported higher levels of positive emotions and self-efficacy than their female peers. Furthermore, students with backgrounds in sciences and technology showed greater improvement compared to those from social science backgrounds. A positive correlation between emotions and self-efficacy was observed.DiscussionThe manipulative, collaborative, and interdisciplinary nature of the physics class likely contributed to the observed positive changes in emotions and self-efficacy. Network analysis suggested that reducing boredom could enhance emotional responses, given its role in affecting both positive and negative emotions. On the other hand, it has been observed that uncertainty could be beneficial in STEM activities due to their relationship with self-efficacy.

An innovative gamification tool to enhance intercultural competence and self-efficacy among healthcare professionals caring for vulnerable migrants and refugees.

The growing number of vulnerable migrants and refugees (VMRs) in the European Union presents challenges to healthcare systems, emphasizing the need for enhanced intercultural competence training for healthcare professionals. Educational escape rooms, using gamification-based principles, may offer an innovative solution to improve these competencies. This pilot study evaluates the acceptability and preliminary effectiveness of an educational escape room aimed at improving intercultural competence, self-efficacy, and knowledge among healthcare students and professionals caring for VMRs. A pre-post, single-group pilot study was conducted with 101 healthcare students and professionals, recruited through convenience sampling. Participants engaged in an educational escape room simulating a migratory crisis, designed to foster collaborative problem-solving under pressure. A newly validated questionnaire was administered before and after the intervention to measure changes in intercultural competence, self-efficacy, and knowledge. Paired t-tests were used to analyze pre-post differences, and thematic analysis explored participant feedback on the learning experience and the acceptability of the intervention. Significant improvements were observed in intercultural competence (d = 1.13, p < 0.001), self-efficacy (d = 0.38, p = 0.001), and knowledge (d = 1.19, p < 0.001). Participants reported high engagement, satisfaction, and an enhanced understanding of healthcare challenges related to VMRs. The escape room was deemed acceptable. This pilot study provides evidence of the acceptability and effectiveness of an educational escape room in enhancing intercultural competence, self-efficacy, and knowledge. Further research with larger, more rigorous studies is recommended to confirm these findings and explore scalability.

Arts and mental health: assessment of changes in self-reported wellbeing, psychotic-like experiences, mentalisation and self-efficacy for persons with schizophrenia spectrum disorders participating in the creative writing group intervention REWRITALIZE

Purpose Schizophrenia spectrum disorders (SSD) are associated with social difficulties that call for psychosocial interventions as supplement to standard treatment. The aim of the present study was to assess if there were changes in wellbeing, psychotic-like experiences, mentalisation and self-efficacy from pre- to post-intervention, in persons with SSD who took part in a creative writing group intervention in addition to their standard treatment. Materials and methods Participants (n = 73 with SSD) self-reported their level of wellbeing (Patient-reported outcome measures; PROMs), psychotic-like experiences (Inventory of psychotic-like anomalous self-experiences; IPASE), mentalisation (Reflective functioning questionnaire; RFQ and Toronto Alexithymia Scale; TAS), and self-efficacy (General self-efficacy scale; GSE) before and after REWRITALIZE, a creative writing group intervention led by a professional author in which participants were introduced to literary forms, wrote spontaneously on those forms, and engaged in literary conversation about their texts. Results There was a significant difference from pre- to post-intervention in psychotic-like experiences (IPASE), ability to understand one’s own reasons and feelings (TAS), and self-efficacy (GSE). Conclusion Although the study was uncontrolled, these results suggest that REWRITALIZE as supplement to standard treatment may be beneficial to persons with SSD.

Train one and get a crew: a multilevel evaluation of team-centric leadership training for airport security screening crew leaders

PurposeThis study aims to introduce a team-centric leadership training program tailored for leaders of critical action teams. It emphasizes the critical role of effective teamwork in high-stakes environments.Design/methodology/approachThe authors developed a team-centric leadership training program for crew leaders of airport security teams. The training program comprised in-class teaching on the psychological foundations of teamwork and practical simulations. The training program’s effectiveness was assessed at the individual and team levels using Kirkpatrick’s evaluation model to obtain a complete evaluation of its effectiveness. First, a pre- and posttraining questionnaire recorded changes in self-efficacy, knowledge and skills about teamwork at the individual level from 62 leaders. Second, the authors assessed the transfer effects of the team-centric leadership training on self-reported team processes and team performance during a work shift of 37 crews.FindingsResults indicate an improvement in the application of teamwork skills but not in self-efficacy or knowledge among crew leaders who underwent the training. Additional analysis revealed that leaders with initially high self-efficacy in teamwork experienced a reduction posttraining, whereas those with initially low levels reported an increase. Teams led by trained leaders demonstrated a higher engagement in key team processes than those led by untrained leaders. No effect has been found on team performance.Originality/valueThis study offers a cost-effective alternative to conventional teamwork training methods, specifically designed for high-pressure security contexts. The authors advocate for the adoption of this training model by security professionals, aiming to elevate team processes and operational efficacy in critical action teams.

More children, more “efficacy”: the relationship between fertility and self-efficacy among the post-80 s and post-90 s generations

Fertility punishment is a powerful interpretation of the low birth rate in contemporary China, but it is not consistent with the fact that the proportion of second children has been increasing year by year for some time. From the perspective of Bandura’s “Self-efficacy”, based on the post-80 s and post-90 s youth samples in the Psychology and Behavior Investigation of Chinese Residents 2021, this paper explores the quantitative relationship between the number of children and individual self-efficacy. The data indicates that: (1) Fertility is closely linked to self-efficacy, with young people who have two children exhibiting higher self-efficacy; (2) The quantitative relationship between the number of children and self-efficacy varies based on parental roles—men/fathers show almost no change in self-efficacy when moving from having no children to one child, but demonstrate a significant increase in self-efficacy when they have two children. In contrast, women/mothers experience the lowest self-efficacy when having one child, which only shows a significant improvement when they have two children. These findings provide a new perspective for theoretically explaining the current fertility situation and expand the application of self-efficacy. In terms of policy efforts, it is necessary to provide support for women’s one-child fertility, and to increase the publicity of the view of more children and more efficacy to resist the potential energy of low fertility that arises from the view of more children and more burdens.

Academic procrastination, task values, and self-efficacy of pre-service biology teachers in online learning based on a gender perspective

Online learning can contribute to increased academic procrastination, often linked to low self-efficacy and perceived task value. This study investigates academic procrastination, self-efficacy, and task values from a gender perspective using a cross-sectional approach with students in their 1st, 3rd, 5th, and 7th semesters. An independent t-test assessed differences between male and female students. Findings showed no significant differences in academic procrastination across genders in any semester; however, notable differences in self-efficacy and task value emerged only in the 5th semester. The lack of significant differences in procrastination is attributed to similarities in environmental, psychological, and social factors, alongside common challenges in time management and distractions. Male and female students demonstrated comparable self-efficacy due to shared academic settings, social support, and media influences, while similar task values stemmed from common interests and experiences. The differences in the 5th semester likely arise from increased academic demands and evolving social dynamics, including gender stereotypes. Future research should employ qualitative methods, such as interviews or focus groups, to gain deeper insights into student experiences. Longitudinal studies could also track changes in self-efficacy and task value over time for a more comprehensive understanding. Targeted interventions to enhance self-efficacy and task value could be particularly beneficial in semesters with significant differences, thereby addressing academic procrastination more effectively.

Effectiveness of Supporting lifestyle change in pregnant mothers with obesity through the wearable internet-of-things (SLIM) -intervention on self-efficacy in weight management in pregnant women: a quasi-experimental trial

BackgroundHalf of women with overweight gain excessive weight during pregnancy. Perceived self-efficacy plays a significant role in adherence to healthy behaviours, especially in turning points of life, such as a pregnancy. ObjectivesTo assess the effectiveness of the Supporting lifestyle change in pregnant mothers with obesity through the wearable internet-of-things (SLIM)-intervention in terms of improving self-efficacy in eating and physical activity and preventing excessive weight gain of pregnant women with overweight. The second aim was to evaluate the fidelity of the intervention implementation. MethodsPregnant women with overweight (N=54) attending maternity clinics in Southwest Finland between 2021 and 2023, were recruited using convenience sampling. The SLIM-intervention included: health technology, motivational interviewing, feedback, and goal setting. The intervention was implemented in prenatal visits in maternity clinics continuing to 12 weeks postpartum. The change in self-efficacy was measured with Weight Efficacy Life-Style Questionnaire (score 0–180) and Self-Efficacy for Physical Activity Scale (score 5–25) with repeated measures in three timepoints. Data on weight were collected from patient records. ResultsThe levels of self-efficacy were high throughout the study period and there were no significant changes in self-efficacy in eating (p=0.650) or physical activity (p=0.936). Most of the women (N=9/10), whose gestational weight gain was within recommendations or less, managed to lose weight during the postpartum period (p<0.001). ConclusionsAlthough the intervention was not effective in improving self-efficacy, the importance of recommended gestational weight gain on better postpartum weight management was highlighted. A long follow-up time was valuable for examination of changes over time and understanding trends, patterns, and outcomes of the study. RegistrationThe trial was registered at the Clinicaltrials.gov register platform (ID NCT04826861) on March 17th, 2021.

Changes in economic deprivation and parental self-efficacy: Unemployment, poverty, and the mediating effect of psychological distress

Objective: The article investigates the influence of three aspects of economic deprivation on parental self-efficacy, and whether, or to what extent, these effects are mediated by psychological distress. Background: Scholarship shows that psychological resources such as parental self-efficacy can attenuate the negative repercussions of poverty for families. The article builds on the family stress model that higlights the role of economic deprivation for family functioning by Conger and colleagues. It focuses on the consequences of transitioning into unemployment, objective poverty, and subjective poverty for parental self-efficacy, and the potential mediating effect of psychological distress. Method: Using data from the German Family Panel (pairfam) Waves 4 to 12 (2011–2020), Baron and Kenny mediation analyses are conducted based on fixed effects regressions with standard errors based on clustered bootstrap procedure. Results: The results show that transitioning into subjective poverty significantly decreases parental self-efficacy, and that only a marginal part of this effect is mediated by psychological distress. A transition into objective poverty, by contrast, has no effect on parental self-efficacy. Likewise, unemployment has no direct effect on parental self-efficacy. However, transitioning into short-term unemployment reduces psychological distress and thereby buffers parent’s self-efficacy. This does by contrast not apply for long-term unemployment. Conclusion: The findings demonstrate the importance of differentiating between specific aspects of economic deprivation when investigating its consequences for parental self-efficacy and considering psychological distress as a potential mediator. Moreover, the findings provide longitudinal evidence for the consequences of a transition into economic deprivation for parental self-efficacy and point to the presence of gender effects with regard to unemployment.

Additive vs. redundant properties of theory in the advancement of weight-control behaviors within community-based obesity treatments in lower- to lower-middle income women

BackgroundObesity is a growing epidemic with non-surgical/non-pharmacological interventions having only nominal and transient effects on excess weight. Those persistent shortcomings are associated with minimal understandings of impacts of treatment-associated changes in psychological variables and their relationships. Women of lower incomes have high rates of obesity and might have increased difficulties accessing evidence-based programs.MethodsWomen with obesity of lower- to lower-middle incomes participated in 6-month community-based treatments in the United States emphasizing either self-regulatory skills development (behavioral methods group: n = 63) or typical education in exercise and healthy dietary practices (education group: n = 48).ResultsThere were significant 6-month improvements in self-regulation, self-efficacy, mood, physical activity/exercise, dietary behaviors, and weight in both groups. All improvements were significantly greater in the behavioral group. Based on the incorporation of multiple behavioral theories, separate multiple regression models were fit for prediction of the weight-loss behavior changes. Stepwise entry of changes in self-regulation, self-efficacy, and mood each significantly contributed to the explained variance in physical activity/exercise change. Change in self-efficacy was most relevant in the prediction of change in dietary behaviors. Change in physical activity/exercise was significantly related to change in dietary behaviors; however, a regression analysis indicated that only physical activity/exercise change was a significant independent contributor to the overall accounted-for variance in lost weight.ConclusionBy incorporating key tenets of social cognitive theory, self-efficacy theory, self-regulation theory, coaction theory, and the mood-behavior model in an additive manner, suggestions and emphases for addressing psychological variables for improved weight-loss behaviors within scalable obesity treatments were advanced.

Learners’ speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes

ABSTRACT The flipped instructional approach is gaining prominence in English as a foreign language (EFL) teaching. However, there is limited empirical evidence regarding its impact on students’ self-efficacy sources. This study aimed to investigate how EFL learners’ speaking self-efficacy sources – enactive mastery experience (EME), vicarious experience (VE), verbal persuasion (VP) and physiological and affective states (PAS) – change and function under the flipped instructional mode in comparison to the traditional mode. The study included 132 undergraduate students enrolled in two EFL-speaking classes at a Chinese university. The results of a multi-factor repeated ANOVA analysis revealed differences in the levels and changes of self-efficacy and self-efficacy sources between the two instructional modes, with the flipped classroom showing greater improvements. Hierarchical regression analysis provided support for the theoretical hypothesis regarding the contributions of the self-efficacy sources in the entire sample, with EME, VP, and PAS being significant contributors (VE was not). However, further analysis of the instructional modes indicated differences in the contributions. Qualitative data was also used to gain a more nuanced understanding of these relationships in the flipped instruction. At the end, this paper summarized the influence of the flipped instructional approach on EFL-speaking self-efficacy and its sources, and presents several pedagogical implications for foreign language instruction.

Digital Health Tools and Behavioral Strategies to Increase Engagement With Diabetes Self-Management Education and Support: Design and Feasibility of DM-BOOST.

The purpose of the study was to describe the development and feasibility of implementing the DM-BOOST program in support of an established diabetes self-management education and support (DSMES) program. A patient panel of 4 adults with type 2 diabetes (T2DM) codesigned DM-BOOST. DM-BOOST is a patient-focused program that includes peer-written text messages about diabetes self-management behaviors and digital health training to improve patient portal use and initiate goal setting prior to a scheduled DSMES appointment. Adults with T2DM and A1C ≥8.0% participated in a 6-month feasibility pilot. Participants were randomly assigned (1:1) to receive either DM-BOOST or usual care. Outcomes included DSMES engagement (scheduled and attended DSMES appointments) and changes in diabetes self-efficacy and treatment satisfaction. Pilot participants (n = 60) were 60.0% female with mean age 45.5 years (SD 8.3) and A1C 10.1% (SD 1.8%). All DM-BOOST participants (30/30, 100%) had DSMES appointments scheduled compared to 86.7% of usual care (26/30). DM-BOOST participants had fewer DSMES appointment no-shows/cancellations (3/30, 10%) compared to usual care (10/26, 35%). There was greater improvement in diabetes self-efficacy in the DM-BOOST group compared to usual care and no difference in treatment satisfaction. DM-BOOST, leveraging peer-written text messaging and digital health training, increased DSMES engagement. Implementation of DM-BOOST was determined to be feasible, with several system-level barriers identified, including obtaining provider referrals and scheduling appointments. An effectiveness trial of DM-BOOST is needed to evaluate the impact on clinical outcomes.

Design and Pilot Implementation of an ECHO Module to Facilitate Treatment of Hepatitis C Virus Infection During Pregnancy

Abstract Background Pregnant patients are largely excluded from Hepatitis C virus (HCV) research and treatment. Studies show that pregnant patients want to discuss treatment while providers feel they lack the knowledge and training for these discussions. To bridge this gap, we designed an ECHO module about management of HCV in pregnancy and infancy. Methods Content experts from pediatric infectious diseases, hepatology, maternal-fetal medicine, bioethics and members of ECHO-Chicago discussed: prior data, potential topics, target audience and scheduling of sessions. We held 8 one-hour sessions with 20-30 minutes of didactics and 30-40 minutes of solicited case discussion. Participants included those who participated in prior ECHO training and prenatal providers in local and regional practices. A 7-point Likert scale pre- and post-training survey was administered to assess metrics of self-efficacy for management of HCV in pregnancy and childhood. Results The sessions were conducted from May to June 2023 on the following topics: HCV screening; HCV pathophysiology/clinical presentations; staging fibrosis in HCV; HCV Treatment in non-pregnant patients; harm reduction; clinical considerations of HCV in pregnancy; shared decision-making for HCV treatment in pregnancy; and HCV screening in infants &amp; treatment for children. Fourteen participants completed pre- and post-surveys. In the pre-survey, participants had low ratings of self-efficacy (average 3.0). In the post-survey (Table 1), participants reported dramatic increases in all areas (average 5.2, increase of 2.2) with the largest in the following areas: “Ability to discuss and manage timing of hepatitis C treatment in a pregnant person”, average 5.1, increase of 3; “Ability to identify suitable pregnant candidates for treatment for Hepatitis C”, average 5.2, increase of 2.7. For context, a 1-point increase in self-efficacy is considered meaningful. All respondents reported increased ability to address HCV in a preconception, pregnant, postpartum, or neonatal population. Conclusion As pivotal studies of pan-genotypic antivirals indicate efficacy and safety during pregnancy, this ECHO module could be distributed to support providers who are discussing therapy initiation. Table 1: Average Change in Self-Efficacy between Pre- &amp; Post-Series Surveys

Effectiveness of a peer-to-peer, self-management intervention for young people with depression and anxiety in Denmark: an observational study and a propensity score-matched comparison.

This study investigated the effectiveness of a 7-weeks peer-to-peer program for young people aged 15 to 25 years with depression or anxiety symptoms in Denmark. A total of 483 participants (72% women) participated in the program and the evaluation. The participants completed questionnaires at baseline, postintervention, and at 5-month follow-up to assess changes in depression symptoms (using Beck's Depression Inventory-II), anxiety symptoms (using Spielbergers State-Trait Anxiety Inventory for Adults) and self-efficacy in controlling or managing the illness (using the personal control subscale from the Illness Perception Questionnaire-Revised). Analyses were done using repeated measures mixed linear regression models. Moreover, a register-based matched comparison group was derived as a comparison to assess changes in being in education and employment at 8-month follow-up. Within the intervention group, both depression and anxiety scores declined across the 5-month follow-up compared to baseline (b = -9.6, 95% CI: -11.2, -8.1 for depression symptoms). The self-efficacy score increased from baseline to post-intervention (b = 1.4, 95% CI: 1.0, 1.8) and this level was maintained at follow-up. More than half of the participants were in education at baseline while 24% received social transfer payments. Compared with matched comparison group, a lower proportion of the intervention group remaining in education (71% vs. 80%). Among participants who were employed at baseline, a higher proportion of the intervention group were enrolled in education (27% vs. 19%) and were unemployed (14% vs. 4%) compared to the matched comparison group. This study supports the effectiveness of a peer-to-peer intervention for depression and anxiety symptoms, and self-efficacy in symptom control. However, mixed effects on education and employment were observed, indicating a negative impact on education among those initially enrolled and a higher proportion of employed participants starting education.

WAT’s up? Exploring the Impact of Wearable Activity Trackers on Physical Activity and Wellbeing: A Systematic Research Review

AbstractWearable activity trackers (WATs) can facilitate engagement in physical activity. Yet, there may be an additional psychological impact, which can influence their effectiveness. Therefore, the aim of this systematic review was to assess the impact of wrist-based WATs on physical activity and subsequent psychological wellbeing in healthy adults. The review was carried out using PRISMA guidelines and registered on the Open Science Framework (OSF). An initial search was conducted in December 2022 with a follow-up in October 2023. Databases included PsychInfo, PsycArticles, ScienceDirect, Web of Science and SPORTDiscus. Nine studies were selected for inclusion and reviewed. Most studies comprised white adults with an average age of 21.5 to 49 years. Participants were employed or students with a mostly normal BMI. Changes in self-efficacy for exercise, depressive symptoms, mental health and general wellbeing, quality of life and burnout were evaluated. Half the studies reported a WAT-related increase in physical activity engagement. Four studies assessed self-efficacy for exercise, with half observing an improvement post-intervention. Three studies assessed mental health and depressive symptoms with one observing improvement and two observing no change. The remaining studies included measures of burnout and quality of life, where only burnout scores improved 1-month post-intervention. Although the quality of the studies reviewed was acceptable, only 4 included a suitable control/comparison group. Further, the measurement of psychological wellbeing varied considerably. In sum, the results indicate that the effect of WATs on physical activity and subsequent psychological wellbeing is understudied. Further research is required to fully elucidate these relationships.

Self-regulatory and self-efficacy mechanisms of weight loss in women within a community-based behavioral obesity treatment.

Given the traditional methods of treating obesity through education on controlling eating and increasing exercise have largely failed beyond the very short term, a more intensive focus on psychosocial correlates of those weight-loss behaviors has been suggested. Multiple behavioral theories incorporate self-regulation, self-efficacy, and mood; however, their interrelations and effects over both the short and long term within cognitive-behavioral obesity treatments remain unclear. Within a novel community-based program with women with obesity who had either low (n = 29) or high (n = 71) mood disturbance scores, there were significant improvements in exercise- and eating-related self-regulation and eating-related self-efficacy-primary targets of that intervention-with no significant difference in those changes by mood disturbance grouping. Changes in the summed exercise- and eating-related self-regulation scores significantly mediated relationships between changes in eating-related self-efficacy and weight (over both 6 and 12months). There were similar results with mediation assessed via the extent exercise-related self-regulation carried over to eating-related self-regulation. In both of those models a reciprocal relationship between self-regulation and self-efficacy changes was indicated. In serial multiple mediation equations, paths of changes in exercise-related self-regulation → eating-related self-regulation → eating-related self-efficacy → weight were significant. However, paths were not significant when change in self-efficacy was entered as the predictor (initial) variable. Findings suggest viability in first focusing on exercise-related self-regulation, then eating-related self-regulation, in the course of increasing self-efficacy and probabilities for inducing enough sustained weight loss to improve obesity-associated health risks. Benefits of field-based research findings generalizing to weight-management applications were suggested.

Changes in Intrinsic Motivation and Self-Efficacy

Grades in introductory STEM courses can impact intrinsic motivation (IM) and self-efficacy (SE). We used an exploratory approach to examine trends in grades and how IM and SE impact students’ grades. It is known that most first-generation (FG) college students are from underrepresented backgrounds (URM), and that these students are least likely to persist in STEM fields. Therefore, gaining a better understanding of motivation in our most underserved students could be critical to improving their success in introductory biology courses and ultimately future persistence in STEM. We found that, on average, URM FG students received the lowest final grades and experienced the greatest declines in IM and SE. This research informs the way we may think about changes in motivation and self-efficacy in our introductory biology courses as these lay the foundation for future learning and success.

A Case of Painful Visual Loss - Managing Orbital Compartment Syndrome in the Emergency Department.

Emergency medicine (EM) residents. This simulation curriculum may also be utilized for senior medical students conducting EM rotations. Ophthalmologic education represents only a small portion of medical school curriculums and continues to decrease over time, leaving physicians poorly equipped to diagnose and manage eye complaints.1 Of emergency physicians (EPs) surveyed, 72.5% felt that they could diagnose orbital compartment syndrome (OCS), yet only 40.3% felt comfortable performing a necessary lateral canthotomy and cantholysis (LCC).2 These survey results demonstrate the urgent need for improved ophthalmology education in EM residency to help us diagnose and manage potentially vision-threatening pathology. By the end of this simulation, learners will be able to: 1) demonstrate the major components and a systematic approach to the emergency ophthalmologic examination, 2) develop a differential diagnosis of sight-threatening etiologies that could cause eye pain or vision loss, 3) demonstrate proficiency in performing potentially vision-saving procedures within the scope of EM practice. Low-fidelity simulation was conducted using a novel model adapted from that used by Phillips et al. during their ophthalmology day in the Department of Emergency Medicine at Vanderbilt University.3 The simulation case was developed by an interdepartmental team of ophthalmologists and EPs at our institution. To evaluate for statistically significant changes in self-efficacy, knowledge, and performance after an educational intervention. Our primary outcome was defined as a checklist-based performance on a simulated case of orbital compartment syndrome necessitating LCC. We conducted a single-center prospective pre- and post-interventional study evaluating the impact of an educational intervention on EM resident management of a simulated case of OCS. Our two-part study intervention consisted of a lecture on OCS followed by a four and a half hour ophthalmology education day (OED). Residents were evaluated using self-efficacy scales (SES), multiple-choice questions (MCQ), and a performance checklist (developed via a modified Delphi process) at three timepoints: Pre-intervention, immediate post-intervention, and three months post-intervention. Post-graduate year (PGY)-1 through PGY-4 EM residents at an Urban Level 1 Trauma Center participated. Initial recruitment consisted of 18 residents (PGY-1 through PGY-4), and 16 residents (PGY-1 through PGY-3) completed the study. Nine residents participated in the OED and seven residents did not. There were no pre-existing differences in median checklist-based performance, MCQ, or SES scores prior to the intervention. At three months post-OED, the OED attendees scored statistically significantly higher on checklist-based performance than non-attendees (lecture only). Ophthalmology education in physician training is limited, and EP comfort with performing vision-saving procedures is poor. We developed a simulation case involving such a vision-saving procedure as well as an ophthalmology curriculum that increased skill retention surrounding management of ophthalmologic emergencies. Emergency medicine (EM), ophthalmology, orbital compartment syndrome (OCS), retrobulbar hematoma, vision loss, eye pain.

The effect of spiritual self-care model on the self-efficacy of spouses of veterans with post-traumatic stress disorder: A quasi-experimental study

The present study aims to determine the effect of the spiritual self-care model on the self-efficacy of spouses of veterans with post-traumatic stress disorder (PTSD). This quasi-experimental study, conducted in 2023, focused on the wives of veterans with PTSD. Data collection was carried out using a non-random sampling method. Data for this research were gathered using demographic and self-efficacy questionnaires. The demographic questionnaire collected information on the age of the veteran's spouse, duration of marriage, percentage of military service, education, and occupation. A total of 30 participants were divided into intervention and control groups. The independent t-test revealed a significant difference between the control and spiritual self-care groups after the intervention (P&lt;0.01), whereas no significant difference was observed before the intervention (P=0.36). Additionally, the paired t-test indicated no significant difference in the control group before and after the intervention (P=0.89). Still, a significant difference was found in the spiritual self-care group (P&lt;0.01). After adjusting for the pre-test effects, it was demonstrated that the spiritual self-care model significantly impacts the self-efficacy of veterans. It is estimated that approximately 85% of the changes in self-efficacy can be attributed to the spiritual care intervention (Eta=0.85, P&lt;0.001). This research demonstrated that spiritual self-care enhances self-efficacy in veterans' wives. As a psychological variable, self-efficacy is crucial in managing life crises and stresses. Spiritual beliefs serve as an effective strategy for coping with challenges and significantly improve the self-efficacy of veterans' wives.

Theory-Driven Behavioral Obesity Treatment and Carry-Over of Exercise-Related, to Eating-Related, Self-Regulation: Effects on Short- and Long-Term Weight/Waist Circumference Reductions.

The predominant method for treating obesity has been suggesting and providing information on a controlled diet and, to a lesser extent, increased exercise. That approach has largely failed beyond the short term for many decades as obesity rates continue to rise. Therefore, leveraging improvements in psychosocial correlates of weight-loss behaviors has sometimes been suggested instead. The aim of this study was evaluation of targeted improvements in self-regulation and self-efficacy within a theoretically derived weight-loss program. Women with obesity (N = 103) participated in a year-long community-based program emphasizing self-regulatory skills development to counter lifestyle barriers/challenges to first exercise, then controlled eating. Within a structured treatment protocol administered by community facility employees-and based on tenets of social cognitive theory, self-regulation theory, self-efficacy theory, and coaction theory-self-regulatory skills were initially developed to foster adherence to exercise. Those skills were then adapted to promote eating-behavior changes, emphasizing fruit and vegetable intake. Improvements in measures of exercise self-regulation, eating self-regulation, and self-efficacy for controlling eating, their corresponding behaviors, and weight and waist circumference were significant. Greater within-participant carry-over of changes in exercise self-regulation to eating self-regulation was significantly associated with more weight and waist circumference reductions over both 6 and 12 months. Change in eating-related self-efficacy significantly mediated those relationships. The mean weight reduction of approximately 6% indicated positive effects on obesity-related health risks. The community-based setting indicated potentials for large-scale dissemination of theory- and evidence-driven behavioral obesity treatments focused primarily on self-regulatory skills development.

Exploring the effectiveness and equity of English-medium instruction on self-efficacy development: A pre-post study of business students in Vietnam

In response to the global expansion in English-medium instruction (EMI) within business education, this study investigates its impact on self-efficacy among Vietnamese business students over 2 years. Drawing on Bourdieu’s capital theory, data from 105 students were analyzed to explore the influence of socio-demographic factors. Surprisingly, EMI participation was associated with a negative change in self-efficacy, with no significant impact observed from social, economic, or cultural backgrounds. The findings suggest a mismatch between students’ expectations and academic performance, emphasizing the need for tailored interventions to support self-efficacy development in EMI programmes.