Knowledge Self-efficacy Research Articles

A New Lens on Physical Activity Promotion: Can Technology Boost Exercise Prescription and Adherence?

Adherence to exercise prescription for older adults (OAs) is a significant problem and can have a detrimental effect on key health outcomes. Exercise adherence for OAs is a multifactorial problem encompassing many factors affecting adherence such as socioeconomic status, education, physical fitness, and mental and health status. Improving exercise adherence could have a significant impact on longevity, quality of life, and health care costs. This symposium brings multiple perspectives to closely examine promising technology approaches, both in the form of models and programs. We will also discuss gaps regarding adherence to physical activity (PA) and exercise prescription for OA and the application of current publicly available technologies to boost PA adherence and compliance accordingly to the U.S. Department of Health and Human Services national standards for promoting health and preventing disease. The symposium includes five novel presentations addressing several key factors related to successful implementation of technology approaches to exercise program delivery and adherence for OAs. In addition, we will have one presentation highlighting the key factors that impact exercise prescription, compliance, and adherence. The speakers will present and address important components related to technology use with the goal to increase older adult’s PA participation. The exercise programs will target key areas affecting older adult’s health such as cognitive function, falls, obesity, gender, environments, and self-efficacy. Technology user-usability perspective will be presented. Current challenges and recommendations for future research will be comprehensively discussed to properly address the exercise adherence and compliance needs of our OA populations.

A Study on Effects of Nutrition Knowledge, Dietary Habits, and Dietary Self-Efficacy on Dietary Behavior in Nursing Students

A Study on Effects of Nutrition Knowledge, Dietary Habits, and Dietary Self-Efficacy on Dietary Behavior in Nursing Students

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress.

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.

The boomerang effect of tuberculosis knowledge and self-efficacy on Chinese parents’ intention to seek timely treatment and adhere to doctors’ regimens

ObjectiveThe present study tested the level of tuberculosis (TB) knowledge of Chinese parents whose children attended kindergarten, primary school, and middle school, and examined whether their TB knowledge and self-efficacy in TB management exhibited a curvilinear relationship with their intention to seek timely TB treatment and adhere to doctors’ regimens if their children are infected with TB. MethodsAn online cross-sectional survey (N = 1129) was conducted. TB knowledge was assessed based on the manual provided by the Chinese Center for Disease Control and Prevention (CDC). Hierarchical polynomial regression was conducted to test the proposed curvilinear relationships. ResultsChinese parents lacked knowledge about risks of TB and how to prevent TB. TB knowledge and self-efficacy in TB management motivated Chinese parents to seek timely TB treatment and adhere to doctors’ regimens, but too much knowledge and self-efficacy predicted both intentions negatively. ConclusionExcessive levels of self-efficacy in self-management and health knowledge could backfire. Practice implicationPractitioners should elevate Chinese parents’ perceptions of severity of TB and susceptibility to TB. Additionally, health education should not be limited to providing medical facts but offer guidance on how to access professional medical resources. Self-efficacy in self-management should not be elevated.

Cognitive Self-efficacy in Parkinson's Disease

Cognitive Self-efficacy in Parkinson's Disease

Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task: Multivariate analyses of grade level, gender, and performance effects

Learners’ task-specific self-efficacy expectancies have gained increased attention in the EFL context. Across various competence areas they have been demonstrated to substantially affect learners’ motivation, learning approach, and performance. However, certain research gaps still exist – particularly concerning younger learners’ grammar self-efficacy. Furthermore, though conceptually assumed to play an essential role in learners’ self-efficacy formation and calibration accuracy, little is empirically known about task completion effects. The same applies to the role of grade level and gender differences in lower secondary EFL classrooms. Against this background, the present study addressed the effects on preadolescent learners’ self-efficacy expectancies before and after completion of a grammar task. In a sample of 212 preadolescent learners at secondary grade 5 and 6 their self-efficacy expectancies were analyzed before and after task completion. ANOVA results and post hoc analyses indicated task completion effects to exist in a most differentiated manner – and to substantially depend on an interaction between learners’ grade level, gender, and task performance. Fifth-graders’ but not sixth-graders’ self-efficacy expectancies were more accurate after task completion. Most remarkably, it was the male fifth-graders in the high performing group who initially overestimated their grammar performance and perceived their capabilities more realistically after task completion. Thus, it is a matter of careful differentiation for teachers to support effective self-efficacy cognitions of EFL learners during secondary grades. In research, repeated measurement of individual self-efficacy estimates before and after task completion can help to reveal more about the ongoing process of self-concept development.

Evaluation of the effectiveness, implementation and cost-effectiveness of the Stay One Step Ahead home safety promotion intervention for pre-school children: a study protocol

BackgroundUnintentional injuries in children under the age of 5 years commonly occur in the home and disproportionately affect those living in disadvantaged circumstances. Targeted home safety promotion should be offered...

The Effectiveness of Cognitive Self-Compassion Training on Academic Self-Efficacy Beliefs and Social Adequacy in Yazd 9th Grade Male Students

Introduction: In today's world, studying the factors affecting academic achievement is one of the major concerns in evaluating education and all the efforts of this system are targeted at fulfilling this goal. Scientific progress can be achieved by training scientific and creative people. Academic achievement contributes to the development of the country, leads to finding a suitable job and position at the highest levels, and results in a sufficient income. Therefore, the purpose of this study was to evaluate the effectiveness of cognitive self-compassion education, academic self-efficacy, and social adequacy in the ninth grade male students of Yazd. Methods: This research was quasi-experimental with pre-test/post-test design using a control group. The statistical population included all ninth grade male students in Yazd in 2018-2019. Data collection tools included the 27-item questionnaire of Zajakova et al. (2005), the 47-item questionnaire of Flanner (1990), and the Gilbert training package (2009). The stepwise cluster random sampling method was applied; the second educational district was randomly selected form all educational districts of Yazd. Later, a high school was selected randomly and then students of a grade (the ninth grade) were selected as the study sample. The students were randomly assigned into the experimental and control groups. The experimental group was exposed to cognitive self-compassion training in 8 sessions of 90 minutes. Data were analyzed using analysis of covariance. Results: Based on the findings of this study, 8 sessions of cognitive self-compassion training increased the level of students' self-efficacy and social adequacy significantly in the post-test phase (p <0.5).Conclusion: According to the obtained results, the cognitive self-compassion education can increase the students’ academic self-efficacy and social adequacy, which have a positive effect on their academic achievement. Therefore, application of the interventional programs in schools is recommended in this regard.

High School Teachers’ Self-efficacy in Teaching Computer Science

Self-efficacy is an important construct for CS teachers’ professional development, because it can predict both teaching behaviors as well as student outcomes. Research has shown that teachers’ self-efficacy can be as influential as their actual level of knowledge and abilities. However, there has been very limited research on CS teachers’ self-efficacy. This study describes the development and implementation of an instrument that measures secondary school teachers’ self-efficacy in teaching computer science. Teachers attended a nine-week hybrid professional development program and completed the computer science teaching self-efficacy instrument. Confirmatory factor analysis validated the self-efficacy instrument, which can be potentially used in other CS education settings. The results also indicated that teachers’ self-efficacy in the content knowledge and pedagogical content knowledge dimensions of teaching computer science significantly increased from participating in the professional development program.

Drivers and barriers for the adoption of hazard-resistant construction knowledge in Nepal: Applying the motivation, ability, opportunity (MAO) theory

Despite the recurring social, economic, and humanitarian costs, disaster affected populations repeatedly fail to Build Back Safer housing to protect themselves from future hazards. This paper seeks to understand how affected households interpret and intend to act upon hazard-resistant construction knowledge by assessing their motivation, ability and opportunity (MAO). We present a novel adaptation and application of the social scientific MAO model to the disaster risk reduction field by analyzing empirical data and debating how humanitarian technical assistance either inhibits or facilitates the intention to adopt. In two districts affected by the 2015 Gorkha earthquakes, nearly 1500 households were compared in 25 communities that received different intensities of humanitarian technical assistance to reconstruct safer housing. The application of the MAO model provides a novel understanding of intentions to reconstruct safer housing. Levels of motivation, ability and opportunity demonstrate both positive and negative impacts of technical assistance. Technical assistance did increase the self-efficacy and applicability of knowledge. Nevertheless, significantly lower were acceptability of the knowledge, perceived physical capacity and perceived opportunities to reconstruct. The case of Nepal, despite good intentions of humanitarian agencies, gives reason to rethink technical assistance approaches.

Cognitive Self-Efficacy in Parkinson’s Disease (PD)

Abstract Date Presented 03/28/20 Individuals with PD often experience cognitive deficits that can cause functional limitations and reduced quality of life. Cognitive self-efficacy (CSE), the belief in one’s own cognitive capacities, may impact how a person with PD performs and participates in cognitively challenging occupations or responds to cognitive interventions. Investigating CSE among individuals with PD would be important to effectively address functional cognitive performance and improve quality of life. Primary Author and Speaker: Pooja Jethani Additional Authors and Speakers: Erin Foster Contributing Authors: Joan Toglia

Putting Knowledge into Practice: Low-Income Women Talk about Food Choice Decisions

Insights into barriers and facilitators for healthy eating are needed to improve low-income women’s diets and to decrease disease risk. The study objectives were to explore women’s qualitative perceptions of influences on their food choices such as food security, their knowledge of nutrition-related health risk factors and self-efficacy for diet change, and their dietary intakes in practice. Thirty-six women, aged 19–50, who were eligible to receive income-based assistance were recruited in central Iowa. Focus group discussions on defining healthy foods, influences on food choice, and nutrition information sources were analyzed using a socioecological model framework. Demographics, nutrient intake estimates, food security status, health behaviors, and self-efficacy for nutrition behavior change were collected by survey. Most participants were White (61%), single (69%), food insecure (69%), and living with children (67%). Few women met dietary recommendations. Barriers to healthy eating include cost, convenience/preparation time, family taste preferences, and limitations of federal food assistance programs. Facilitators are high self-efficacy for nutrition change and health knowledge on average. These results challenge the strategy of using nutrition education to improve healthy eating and instead show that intervention messaging should focus on limited, achievable steps to improve dietary choices that fit within cost, convenience, and taste constraints.

How academic leaders facilitate knowledge sharing: a case of universities in Hong Kong

PurposeThe objective of this study is to investigate the factors of two sub-processes – knowledge donating and knowledge collecting – of knowledge sharing in Hong Kong higher education context. This study examines the individual factors, organizational factors and technology factor of knowledge sharing. Individual factors include enjoyment in helping others and knowledge self-efficacy while organizational factors refer to the top management support, organizational rewards and organizational culture. The use of technology system is proposed to be the technology factor.Design/methodology/approachBased on the literature review, this study develops a structural model representing the impact of six latent variables on knowledge donating and knowledge collecting processes Data from a questionnaire survey of 166 respondents from academics from Hong Kong higher education sector was used to analyze the model. PLS-SEM was adopted in this study.FindingsThe result of the data analysis suggests enjoyment in helping others has a positive impact on both knowledge donating and knowledge collecting. For organizational factors, a trust and collaborative culture enhance both the sub-processes. The technology factor only contributes to the knowledge donating process. Several practical implications are provided to high education leaders, for instance, by establishing a trust and collaborative environment, academics are more eager to donate and collect knowledge.Originality/valueThis paper provides insights for researchers to further understand how individual, organizational and technology factors affect two sub-processes of knowledge sharing. On the practical side, this study validated several critical factors to successful knowledge donation and knowledge collection.

Cognitive Training Attenuates Decline in Physical Function Across 10 Years.

Poor physical function is associated with negative health and cognitive outcomes. Although nine studies demonstrated that cognitive training reduces age-related declines in physical function, only one study has examined the effects beyond immediate posttest changes. The first aim of this study was to assess the impact of three cognitive training programs on physical function measures across 10 years and the second aim was to examine whether baseline cognitive self-efficacy or depressive symptoms moderated training effects. Using data from the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) randomized controlled trial, older adults in a no-contact control condition (n = 698) were compared to those receiving processing speed (n = 702), memory (n = 703), or reasoning (n = 694) training. Intention-to-treat (ITT) and dosage analyses were conducted for grip strength and Turn 360. Participants were followed up to 10 years posttest. There were no significant ITT effects of processing speed, memory, or reasoning training assignment to any physical function outcome (p > .05). Dosage models indicated that there were small age-related attenuation effects in Turn 360 decline with more processing speed training (b = -.011, p < .001), memory training (b = -.011, p < .001), and reasoning training (b = -.012, p < .001). There was no significant transfer to grip strength. These training gains were greater for those with more baseline depressive symptoms who received more processing speed training (b = -.001, p < .001). This is the first study to demonstrate the effects of cognitive training to complex physical function across 10 years.

Abstract A017: Using social media to communicate breast cancer risk and promote breastfeeding among pregnant African American women

Abstract Purpose of Study: Incidence rates for aggressive ER- breast cancer in African Americans have continued to increase, and epidemiologic studies (AMBER Consortium) suggest breastfeeding can reduce risks for this deadly disease. Notably, breastfeeding rates are lowest among poor, younger, and African American mothers, offering an opportunity to intervene. Health behavior theories show that perceived risk for health problems can be a motivating factor for behavior change. The purpose of this NCI R21 study was to examine the behavioral impact of a tailored intervention to disseminate new scientific findings about reducing cancer risk for African American women by breastfeeding. Methods: A multimodal approach was used to reach pregnant African American women accessing services through Women, Infant and Children (WIC), community-based organizations and OB/GYNs to invite them to participate in a tailored social media educational intervention. Recruitment was delivered using Telerivet (computer-based mobile messaging platform) and participants were connected to an automated invitation to Survey Monkey to complete eligibility, consent, and pre and post-partum surveys from smart phones. Eligible participants were randomized into a control Facebook (FB) group receiving only breastfeeding messages or an intervention FB group that received both breastfeeding and breast cancer risk reduction messages. All messaging was tailored for African American mothers. Multiple polls and FB actions were used to increase participant engagement. Results: To date, a total of 612 women were recruited, 356 were eligible, 287 women consented, 261 completed pre-surveys, and 134 have currently completed post-surveys. Participants ranged from 18-54 years of age. Preliminary results show significant differences in breast cancer risk perception with an average presurvey mean of 3.07 to a post-survey mean of 1.31 (p &amp;lt;.001). Perceived behavioral control pre- to post-birth indicates significant increases in breastfeeding self-efficacy in knowledge (p &amp;lt; .001), confidence (p =.03), support (p=.002), skills (p=.01), and ease (p=.01). Qualitative interactions were captured through participation in the FB group and intragroup analysis is ongoing. Conclusions: Results will provide crucial information to determine if risk perceptions can be transformative in creating a shift from formula-as-an-equivalent-feeding-practice to “Breast is Best” among African American women within their social context—basically creating a culture-change model. Process data on intervention methods and the potential role to effectively disseminate this new message to increase breastfeeding will be presented. Citation Format: Cassy Dauphin, Frances G. Saad-Harfouche, Maria Keller, Nikia Clark, Elisa M. Rodriguez, D'zare Triplette, Marc Kiviniemi, Deborah O. Erwin. Using social media to communicate breast cancer risk and promote breastfeeding among pregnant African American women [abstract]. In: Proceedings of the Eleventh AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2018 Nov 2-5; New Orleans, LA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2020;29(6 Suppl):Abstract nr A017.

KNOWLEDGE SHARING BEHAVIOR BETWEEN SELF-LEADERSHIP AND INNOVATIVE BEHAVIOR

Purpose examine and analyze the internal factors are knowledge sharing self-efficacy, self leadership, knowledge sharing behavior which is a determinant of innovative behavior. Innovative behavior is the variable of interest in the company that produces classic and this becomes a success and a means to sustain in the competition for very competitive industry. Design / methodology / approach This research method uses a quantitative approach to structural equation model of partial least square (PLS-SEM) as a tool to test and analyze, the respondents in this study amounted to 90 from various divisions. Internal factors that have a role to innovative behavior. Findings This study get the result that knowledge sharing self-efficacy and self-leadership has a direct influence on knowledge sharing behavior. Only the self-efficacy of knowledge sharing behabior does not have a direct influence on innovative behavior. Variable knowledge sharing behavior in this study could be the moderator of knowledge sharing self-efficacy and self-leadership to innovative behavior.Research limitations / implications The study was limited to one company that has been selling its products to foreign countries in the form of a classic product. The existence of multiple variables of a strong internal factors that become determinants of innovation behavior and is coherent with other studies but still on innovation behavior.Practical implications Companies that introduce innovative behavior must consider the importance of internal factors that can sustain the company in the face of competition is already clear today is globalization. Globalization is not inevitable, to achieve and maintain their co-factors needed to become an influence. Originality / value The research indicates the difference variables on internal factors, as it explores the innovative behavior in terms of behavior, because behavior is the feedback to be received directly by the company. On the other hand is expected to be added in the form of moderator variables gender difference (female or male) that will get the results (male and female) is more dominant.

Patient-centered pathology reports for breast cancer care: Interim results of a randomized pilot study.

e19157 Background: Receiving a new cancer diagnosis event is a daunting event, quickly followed by complex decision-making between patients and care teams. In order for patients to fully engage in shared decision-making with their providers, they must have access to understandable, patient-centered information that empowers them to take an active role. Yet cancer pathology reports currently target providers and are marred by complex medical terminology. To address this gap, we designed and piloted patient-centered pathology reports (PCPRs) for breast cancer surgical pathology. We hypothesized that PCPRs would result in patients having greater pathology knowledge and decisional self-efficacy. Methods: PCPRs were designed with continuous guidance from breast surgeons, pathologists, and patient advocates with the goal of providing a supplemental tool to translate standard pathology reports to layman’s terms for patients. PCPRs were built into the electronic medical record and tested for quality and accuracy over a 4-month period. Participants were recruited from the clinical practices of two breast surgeons and randomized to receive either the PCPR and standard pathology report or standard pathology report alone. Patients were surveyed at baseline and one month after to assess their breast cancer knowledge and ratings of confidence (scale 1-5) and decisional self-efficacy (DSE) for treatment decision-making (scale 0-100). Results: Of a planned 40 pilot patients, 30 have been enrolled, randomized (20 standard report patients, 10 PCPR patients), and have follow up data. Evaluation of patient knowledge showed that compared with the control group, patients who received a PCPR had similar knowledge of the important elements of their report (p = 0.10-p = 0.69) with greater specificity for those report elements. Confidence in their diagnosis slightly favored PCPR recipients (confidence rating mean 4.00 vs. 3.77 for control patients, p = 0.67). Patients receiving the PCPR had better DSE immediately after receipt of the pathology report than standard report patients (DSE 96.0 vs. 82.2, respectively, p = 0.05) with a more attenuated DSE difference one month later (DSE 87.3 vs. 79.2, respectively, p = 0.35). Conclusions: This interim analysis suggests that providing breast cancer patients with patient-centered pathology reports may contribute to an improved ability to engage in shared decision-making. Confirming these results with complete pilot data could inform a larger multicenter study to validate their effectiveness in clinical cancer care.

Probing the structural relationships between teachers’ beliefs about game-based teaching and their perceptions of technological pedagogical and content knowledge of games

ABSTRACT The aim of this study was, first, to validate the instruments of Technological Pedagogical Content Knowledge-Games (TPACK-Games) and the Game-based-learning Teaching Belief Scale (GTBS). Second, a series of analyses were conducted to examine differences and relationships among the factors of the TPACK-Games and GTBS, in terms of different school levels. A total of 384 junior high school and elementary school teachers were recruited to complete the surveys. The study found that the TPACK-Games and GTBS surveys were valid and reliable instruments. Further, in comparison with teachers in junior high school, elementary school teachers tended to have higher self-efficacy in game pedagogical knowledge (GPK) and game pedagogical content knowledge (GPCK). They also demonstrated stronger beliefs, confidence and motivation to use games in their classes. Teachers’ GPK was the most influential factor in predicting their GPCK, and GPCK further positively predicted their beliefs, confidence and motivation in using games in class.

The student is key: A realist review of educational interventions to develop analytical and non-analytical clinical reasoning ability.

Clinical reasoning refers to the cognitive processes used by individuals as they formulate a diagnosis or treatment plan. Clinical reasoning is dependent on formal and experiential knowledge. Developing the ability to acquire and recall knowledge effectively for both analytical and non-analytical cognitive processing has patient safety implications. This realist review examines the way educational interventions develop analytical and non-analytical reasoning ability in undergraduate education. A realist review is theory-driven, seeking not only to identify if an intervention works, but also understand the reasons why, for whom, and in what circumstances. The aim of this study is to develop understanding about the way educational interventions develop effective analytical and non-analytical clinical reasoning ability, when they do, for whom and in what circumstances. Literature from a scoping search, combined with expert opinion and researcher experience was synthesised to generate an initial programme theory (IPT). Four databases were searched and articles relevant to the developing theory were selected as appropriate. Factors affecting educational outcomes at the individual student, teacher and wider organisational levels were investigated in order to further refine the IPT. A total of 28 papers contributed to the overall programme theory. The review predominantly identified evidence of mechanisms for interventions at the individual student level. Key student level factors influencing the effectiveness of interventions included an individual's self-confidence, self-efficacy and pre-existing level of knowledge. These contexts influenced a variety of educational interventions, impacting both positively and negatively on educational outcomes. Development of analytical and non-analytical clinical reasoning ability requires activities that enhance knowledge acquisition and recall alongside the accumulation of clinical experience and opportunities to practise reasoning in real or simulated clinical environments. However, factors such as pre-existing knowledge and self-confidence influence their effectiveness, especially amongst individuals with 'low knowledge.' Promoting non-analytical reasoning once novices acquire more clinical knowledge is important for the development of clinical reasoning in undergraduate education.

MATHEMATICS TEACHER’S SELF-EFFICACY OF TECHNOLOGY INTEGRATION AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher’s self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson’s correlation coefficient was used to determine the relationship between the mathematics teacher’s self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher’s self-efficacy and TPACK. However, mathematics teacher’s self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher’s self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.