Concept Of Self-efficacy Research Articles

How Does Perceived University Support Boost Students’ Entrepreneurial Intentions?

AbstractThis investigation aims to study the influence of psychological characteristics, entrepreneurial education, and students’ perceptions of institutional support provided by higher education institutions (HEIs) on entrepreneurial intention. For the development of this research, a questionnaire was applied to students in the areas of economic and business sciences, who were attending the final year of their Bachelor’s and Master’s degrees. The data was collected from three HEIs in the North of Portugal, and partial least squares structural equation modeling (PLS-SEM) was used to test the proposed model. By addressing the combined effects of perceived institutional support and entrepreneurial education on entrepreneurial self-efficacy and intentions, this research offers both theoretical and practical contributions. Theoretically, this study extends the application of the theory of planned behavior (TPB) by integrating the concepts of entrepreneurial self-efficacy and entrepreneurial mindset. The research highlights the positive impact of perceived HEI support and entrepreneurial education on students’ entrepreneurial self-efficacy, which, in turn, influences their adherence to planned behavior and the development of an entrepreneurial mindset. This nuanced understanding advances the discourse on how educational environments can shape entrepreneurial intentions. Practically, the findings provide actionable insights for HEIs, enabling them to evaluate and enhance their support mechanisms and educational programs to more effectively cultivate entrepreneurial intentions among students. This research is, therefore, original in its approach, addressing a critical gap in the literature by empirically examining the combined effects of psychological characteristics, entrepreneurial education, and perceived HEI support on entrepreneurial intention. Through this investigation, we contribute to a more comprehensive understanding of the factors that drive entrepreneurial intention, thus offering a foundation for universities to optimize their strategies in support of student entrepreneurship.

Research Attitude, Achievement Motivation, and Self-Efficacy Among Post-Graduate Students Specializing in Primary Education

This study investigates the research attitude, achievement motivation, and self-efficacy concepts among post-graduate students specializing in primary education. The research aims to understand the interplay between these constructs and their implications for academic success and research engagement. A quantitative research design was employed, and data were collected using structured questionnaires from a sample of 62 post-graduate students. Descriptive statistics, and correlation analyses were conducted to examine the relationships between research attitude, achievement motivation, and self-efficacy. Statistical analyses showed non-significant correlations: between research attitude and achievement motivation (Kendall's tau_b = -.048, p = .881; Spearman's rho = -.036, p = .939), achievement motivation and self-efficacy (Kendall's tau_b = -.109, p = .708; Spearman's rho = -.204, p = .629), and research attitude and self-efficacy (Kendall's tau_b = .293, p = .362; Spearman's rho = .360, p = .427) among post-graduate students. The findings contribute to a better understanding of the factors influencing post-graduate students' research experiences and offer insights for academic institutions to enhance support mechanisms for student researchers. The implications of the study underscore the importance of fostering positive research attitudes, strengthening achievement motivation, and enhancing self-efficacy among post-graduate students specializing in primary education. Targeted interventions can optimize academic support and promote professional development in research-intensive environments

Investigating Pre-Service EFL Teachers’ Self-efficacy in Their Classroom Management Skills using the EPOSTL as a Self-assessment Tool

Self-efficacy in classroom management is one of the important dimensions of the concept of teacher self-efficacy. Higher levels of classroom management self-efficacy (CMSE) have been positively correlated with an increase in teacher resilience and students’ learning outcomes. Therefore, it is crucial for teachers to develop CMSE beliefs to promote the quality of their teaching. Although the issue of classroom management has been comprehensively explored in the field of education, there are not many studies focusing on pre-service EFL teachers’ development of CMSE beliefs. Moreover, the relationship among several variables such as teachers’ affective states and students’ attitudes towards teachers or courses has been explored in the context of foreign language education (FLE). However, whether there is a relationship between self-assessment and development of CMSE beliefs in FLE settings has not been studied extensively. In this vein, the purpose of this study is to investigate pre-service EFL teachers’ CMSE beliefs depending on their use of the European Portfolio for Student Teachers of Languages (EPOSTL) as a self-assessment tool in their undergraduate education. This study follows an interventionist experimental design based on mix-method data collection. The participants of the study are 31 senior pre-service EFL teachers studying at a state university in Türkiye. Quantitative data of this study were collected through Teachers’ Sense of Efficacy Scale (TSES) by Tschannen-Moran and Woolfolk Hoy (2001) in the form of pre-test and post-test to the participants. Between pre and posttest period, the participants assessed themselves through the EPOSTL for three times. Qualitative data were collected through the participants’ reflective reports and semi-structured interviews and subjected to thematic analysis. The findings of the study have shown that the use of EPOSTL leads to an increase in participants’ level of CMSE beliefs. It may be stated that the wide-spread use of the EPOSTL can be fostered by designing language teacher education programs as more reflection-oriented. By this way, pre-service EFL teachers’ autonomy, CMSE beliefs, perseverance, and continuous professional development can be sustained.

Self-Efficacy: Readiness of Teachers in Inclusive Schools

Inclusive education involves ensuring that all students, including those with disabilities, have access to and participate fully in their educational environment as a fundamental right. Central to this is the concept of teacher self-efficacy, which refers to a teacher's belief in their ability to effectively instruct diverse learners. Teachers with high self-efficacy are more likely to approach disabilities with a positive and inclusive mindset, whereas those with lower self-efficacy often demonstrate less inclusive attitudes. This study aimed to assess whether teachers in inclusive primary schools possess the self-efficacy needed to effectively teach students with disabilities. A descriptive and quantitative methodology was employed, involving all 40 teachers within the study. Findings revealed that teachers in inclusive elementary schools tend to exhibit lower self-efficacy when addressing disabilities outside their area of expertise. Across various self-efficacy dimensions—such as inclusive teaching, collaboration, and behavior management—teachers were generally rated as moderate, regardless of the extent of direct interaction with students with disabilities. The results indicate a need for targeted professional development and training to enhance teachers' ability to support students with disabilities more effectively.

From mandate to co-create: leading the development of inclusive performance evaluation criteria

PurposeAnnual performance evaluations of faculty are a routine, yet essential, task in higher education. Creating (or revising) performance criteria presents an opportunity for leaders to work with their teams to co-create evaluation metrics that broaden participation and minimise inequity. The purpose of this study was to support organisational leaders in developing equitable performance criteria.Design/methodology/approachWe adopted the “dual-agenda” dialogues training that draws on concepts of collective self-efficacy and intersectionality for department leaders to co-create annual review criteria with their faculty members at one university. We used qualitative and quantitative data to assess the training and conducted an equity audit of the resulting annual review criteria.FindingsSurvey results from faculty members and departmental leaders (n = 166) demonstrated general satisfaction with the process used to create new criteria, perceptions that their criteria were inclusive and optimism about future reviews. Those with greater familiarity with the dialogues process had more positive perceptions of the inclusivity of their department’s criteria and more positive expectations of future reviews. The examination of eight indicators of equity illustrated that the resultant criteria were transparent and holistic.Originality/valueThis study builds on the relatively little research on faculty members’ annual performance evaluations, focussing on inclusive dialogues that centre equity and diversity. Results highlight the value of providing department leaders with evidence-based tools to foster system-level change through equitable evaluation policies. A toolkit is available for adaptation of the “dual-agenda” leadership training to both co-create annual review criteria and improve equity and inclusion.

Development and Validation of the Self-efficacy Questionnaire in multiple sclerosis patients

Abstract Objective: Self-efficacy is one of the factors affecting on the quality of life and adjustment to the chronic diseases such as multiple sclerosis. Self-efficacy is the individual’s belief that they have the ability to overcome challenges presented to them. The current study aimed to develop and validate of self- efficacy questionnaire in Iranian MS patients. Materials and methods: This is a methodological study that was performed in three phases. In the first phase, the concept of self-efficacy was defined through qualitative content analysis approach. In the second phase, early items of questionnaire was generated according to findings of the first phase. In the final phase, validation of the developed questionnaire were evaluated using face, content and construct validity as well as reliability. Results: In exploratory factor analysis, four subscales including: adherence to medication regimens (5 items), social performance control (4 items), symptom management (4 items) and maintain independence and activity (5 items) were extracted by Eigen value above one and factor load above 0.3. Internal consistency and stability of the developed questionnaire confirmed with 0.91 and 0.88 respectively that indicated acceptable reliability. Conclusions: The 18-item developed questionnaire is valid and reliable for measurement of self-efficacy of Iranian MS patients.

Correlating the level of patients' self-efficacy with paternalistic, consumerist, participative and training doctor relationships in dental offices

Self-efficacy—the belief in using abilities for a specific purpose—is an indicator of engagement. Self-efficacy anticipates the positive results of the actions undertaken due to the knowledge and skills possessed. Within the concept of self-efficacy, we will also mention generalized self-efficacy, i.e. a person's view of himself as capable of effectively performing a wide variety of tasks and performing in a wide variety of situations. Self-efficacy has an important role in learning and developing new skills and knowledge; this applies both to patients and to the doctor or medical staff. Perceived self-efficacy helps to account for such diverse phenomena as changes in coping behavior produced by different modes of influence, the level of physiological stress reactions, self-regulation of refractory behavior, resignation and discouragement from failure. By making a correlation between self-efficacy and the patient's behavior, we can also ascertain the psychobehavioral effect this has on the patient. The quantification of the patient's self-efficacy level is directly proportional to his possibility to overcome the disease along with the involvement of other direct or indirect factors.The study was carried out on a group of 157 patients (age range 18-74 years). The questionnaire with specific questions from the internationally recognized self-efficacy scale "The General Self-Efficacy Scale (GSE)" was used. The obtained results will follow the correlation of the self-efficacy level of the patients with the paternalistic, consumerist, participative and training physician relationship.

Relationship between Self-Efficacy of Nurses and their General Wellbeing

Background: Nurses, as key personnel in healthcare delivery, play a critical role in the provision and coordination of care, prevention of adverse events, and optimization of health service productivity and patient outcomes. Self-efficacy is the belief, and confidence individuals feel in their ability to perform a particular task or action. Increased self-efficacy is the desired outcome of a self-management program. Several articles used Albert Bandura’s concept of self-efficacy. Objectives: To assess the self-efficacy and wellbeing of nurses. To find out relationship between self-efficacy and wellbeing of nurses. To find out relationship between self-efficacy and wellbeing with socio-demographic characteristics of nurse. Methodology: A descriptive, correlational study design. The study sample composed of 380 nurses who works in Al-Najaf Al-Ashraf hospitals and primary health care center. self-report questionnaire. The instrument used in this study different scales, self-efficacy scale consists of general and social=23item, and 5-well-being scale. Some nurses’ sociodemographic information was included as a separated part. The study was carried out from November 1st, 2023 up to 1 st of April 2024. Results: The majority of study sample (67.4%) are female, (60.8%) were with age less than 27 years old. (84.5%) of nurses are from urban residency. (46.3%) of them held diploma certificate, (89.5%) of nurses do not smoke, and not suffer from physical and mental illnesses. In addition, the overall assessment of nurses' well-being is normal. Conclusion: The majority of study sample were female (67.4); all the self-efficacy domains were high, and majority of nurses well-being are normal. The study shows that non-significant relationship between self-efficacy & wellbeing.

Forming Optimal Classroom Environments Through Bandura’s Mastery Experiences

Higher education faculty members are increasingly being asked to defend their teaching methods with research-based support. This article offers such evidence through a randomized control-group pretest-posttest study that examined whether a newly created andragogy method, Forming Optimal Classroom Environments (FOCE), increased master’s students’ research self-efficacy in comparison to the standard teaching method (STM). The article details the model, based on Bandura’s social cognitive theory, particularly his concept of self-efficacy. The model relies upon both Bandura’s publications and results over the last forty years from researchers who have investigated higher education teaching techniques based on the concept of self-efficacy. Fifteen such research-based techniques form the model. Results found no significant interaction effect when comparing FOCE with the STM. Additionally, both teaching methods demonstrated that knowledge increases were positively correlated with research self-efficacy increases. This indicates that increasing research knowledge is one factor in increasing students’ research self-efficacy. Implications of findings are discussed.

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

Many kindergarten educators grapple with how best to teach reading in play-based kindergarten classrooms. The purpose of this mixed-methods study was to ascertain the instructional strengths and needs of kindergarten educators as they teach reading in play-based programs. Fifteen kindergarten teachers participated in an online questionnaire and focus group conversations that explored their concepts of self-efficacy and professional content knowledge to gain an understanding of the tensions these educators expressed, and to compare and confirm these with existing literature. Educators felt quite confident that they were effectively weaving foundational reading skills with learning opportunities into authentic experiences throughout the day. They indicated that balancing competing priorities within their programs was a challenge, and that supporting multilinguals and deepening their understanding of how to effectively build oral language and phonological awareness in their students were areas where they wanted to build their professional content knowledge.

Improving the cross-cultural consciousness and self-efficacy of college students through STEM education / Mejorar la concienciación transcultural y la autoeficacia de los estudiantes universitarios mediante la educación STEM

The research purpose is to analyse the importance of STEM education for college students and its influence on their intercultural self-awareness and self-efficacy. The study used analytical, statistical, psychodiagnostic research methods. The methodological framework was based on the understanding of STEM as an integrative educational approach within socio-cultural and cross-cultural contexts, as well as considering social-cognitive theory and Albert Bandura’s concept of self-efficacy. The research used the following methods: research methodology for measuring individual self-efficacy (Schwarzer, Yerusalem, Romek); test to measure the level of self-efficacy (Maddux, Scheer, revised by Boyarintseva and Krichevsky); Integrative Questionnaire of Intercultural Competence (Khukhlaev, Gritsenko, Makarchuk, etc.); and Transcultural Self-Efficacy Tool (TSET). Both STEM education and foreign language teaching are important aspects which help to improve the students’ self-awareness and self-efficacy in intercultural communication, as well as increasing intercultural stability and cross-border interests and managing intercultural relations. The indicator of the interpersonal communication scale (Student’s t-test = 4.89898, p < .05) was statistically significantly different in the repeated test. The score increased more significantly in the control than in the experimental group. The practical significance of the results of the study lies in the possibility of their application for the development of intercultural self-awareness and increasing the self-efficacy of college students. Prospective research is planned to be directed to the study of racial and gender characteristics of the impact of STEM education on intercultural self-awareness and self-efficacy of students.

The Influence of Play Based Learning Project on Learner Performance in Science and Elementary Technology and English Language Subjects

This study investigated the effects of Play-Based Learning (PBL) on student performance in Science and Elementary Technology (SET) and English language subjects at primary schools in Ruhango Sector, Ruhango District. The main objective of this study was to investigate the effects of play based learning on student performance of SET and English language subjects in Ruhango Sector, specifically the study focused on the effect of play based learning project, perception regarding the teacher’s roles on learner performance of SET and English language and establish the relationship between play-based learning project and learners’ performance of SET and English language subjects in primary school of Ruhango sector. The theories that guided research were Theory of Constraints (TOC) is a process designed to identify and eliminate constraints in organizational processes that hinder the achievement of organizational goals and Social Cognitive Theory is based on his central concept of self-efficacy. This study used a descriptive and correlational research designs. The target population was 150 people including headteachers and teachers. The sample size of was 96 teachers with backgrounds in SET and English language subjects and 12 headtechers. This study used questionnaire as a primary data source. The questionnaire involved written questions to which the teachers were required to write answers individually and interview guides were used to collect information from headteachers. Microsoft Office Excel was used for analyzing the results from the questionnaire and interview. The Pearson Correlation was used to test one hypothesis. The study concluded that Play Based Learning played an importance role in learner performance of Science and Elementary Technology and English language subjects through play-based activities. The research revealed a strong positive correlation between Project-Based Learning (PBL) initiatives and students' academic achievement in English language courses (r=.9650*, p=0.001). Similarly, a significant positive association was observed between Project-Based Learning (PBL) endeavours and learners' performance in Science, Elementary and Technology (SET) subjects (r=.9836*, p=0.001). The study recommends that teachers should regularly monitor content and adjust settings for individual learners. Finally, teachers should apply practices associated with engagement by determining if learner enjoy the game or want to play.

Recycling Reinforced: The Synergistic Dynamics of Sustainable Behavior

Recent research has specifically targeted the decision-making process of eco-friendly individuals, emphasizing the significance of recycling and its impact on sustainability. Our study extends this inquiry by examining the correlation between recycling participation and pro-environmental behavior among consumers, integrating the concepts of self-efficacy, feelings of pride, and social pressure into our analysis. We utilized targeted sampling to collect data from a diverse sample of 378 participants, ensuring representation across key demographic groups. By employing Partial Least Squares–Structural Equation Modeling (PLS-SEM), we aimed to explore the intricate relationships underpinning recycling behaviors and pro-environmental actions. The results suggest that self-efficacy and feelings of pride significantly influence individuals’ recycling behaviors, highlighting the role of psychological and social factors in promoting environmental sustainability. It was concluded that social pressure did not have the expected moderating effect on increasing consumers’ feelings of pride and self-efficacy toward recycling activities. This study sheds light on the underlying mechanisms that drive pro-environmental actions, contributes to understanding sustainability promotion through recycling, and offers insights for policymakers and environmental advocates to help foster environmental responsibility and behavior change. The findings emphasize that individuals often value personal achievement and development more when addressing environmental responsibilities and that social pressure does not achieve its expected effects.

Enhancing Learning Efficacy for Chinese Undergraduates Majoring in Music — A Constructive Approach

In 1977, the American psychologist Albert Bandura first proposed the concept of Self-efficacy. Once proposed, this concept has had an impact on several research fields. In the field of music learning, self-efficacy, as the intrinsic psychological motivation in the process of music learning, is an important factor affecting students' music learning. This paper examines the self-efficacy status of undergraduates majoring in Music in China using both quantitative and qualitative approaches. Based on the results of 50 questionnaires and 6 interviews, this study further proposed possible strategies to enhance students' self-efficacy from a constructivist approach. Constructivism learning theory emphasizes the dynamic nature of knowledge, the richness and difference of students' experience, and the active construction of learning, social interaction and situation, which has certain theoretical value and practical significance for college music education. This paper is expected to provide future researchers and educators in music education with research-driven theoretical support on how to facilitate undergraduates' music learning.

Communication of Empowerment "Sharing" Disability Indonesian Disability Women's Association (Hwdi) West Java in Improving Self-Development

Objectives: This study aimed to analyze the impact of rituals carried out by the Indonesian Association of Women with Disabilities (HWDI) on the formation of self-efficacy among women with disabilities. Theoretical Framework: The research is framed within the context of the Sustainable Development Goals (SDGs), which emphasize inclusion and leave no one behind, especially for people with disabilities. It also draws upon the concept of self-efficacy, which influences individuals' beliefs in their capabilities to execute courses of action required to attain specific performance goals. Method: A qualitative research approach was employed, utilizing case studies conducted at HWDI branches in Bandung and Cianjur. Data were collected through interviews, observation, and documentation. The analysis was conducted using NVivo 12 Plus, with the HWDI as the organizational unit of analysis. Results and Conclusion: The study found that HWDI rituals, including training sessions, "sharing" sessions, committee involvement, and religious activities, have a positive impact on the development of self-efficacy among women with disabilities. Family support and support from the HWDI were identified as crucial factors in enhancing self-efficacy. Additionally, positive messages, particularly those of a motivational and religious nature, were found to reinforce self-efficacy beliefs among the participants. Implications of the Research: The findings of this study highlight the importance of implementing rituals and support systems tailored to the needs of women with disabilities to enhance their self-efficacy. These insights can inform the development of programs and interventions aimed at empowering this marginalized group and promoting their inclusion in various aspects of society. Originality/Value: This research contributes to the existing literature by providing empirical evidence on the impact of HWDI rituals on the self-efficacy of women with disabilities. It sheds light on the role of support systems and positive messaging in fostering self-belief and empowerment among this population, thereby offering valuable insights for practitioners, policymakers, and researchers in the field of disability rights and empowerment.

The Influence of Paternal Absence During Childhood on Women's Self-esteem and Self-efficacy: A Perspective Paper

This paper explores the potential impact of paternal absence on women during their childhood by examining literature and contemporary theories. Paternal absence refers to children lacking paternal love and care due to factors such as illegitimate birth, divorce, or death. In today's society, diverse marriage concepts have led to an increase in single-parent families, resulting in a growing prevalence of paternal absence. This paper comprehensively examines the influence of paternal absence on female self-esteem using theoretical frameworks from psychoanalysis, social learning, social comparison, cognitive development, and attachment. Additionally, it highlights the significance of fathers' presence during childhood in establishing women's sense of competence through Bandura's concept of self-efficacy. The results of the study revealed that the absence of a father figure may exert detrimental effects on women's self-perception, interpersonal bonding, and development of emotional and creative competence.

Adapted physical activity interventions and motivational levers: What benefits for type 2 diabetics? A systematic review.

Scientific research continues to advance and improve the medical management of type 2 diabetes. However, the importance of lifestyle management remains invaluable in treatment and tertiary prevention of this disease. Day-to-day sedentariness is the fourth most important risk factor for mortality in France. Numerous studies have demonstrated that physical activity is beneficial to people with type 2 diabetes and various recommendations have been made to encourage it. However, it is universally agreed that interventions that promote physical activity, while they may enhance its practice in the short term, do not impact on it over longer periods. It therefore seems essential to focus interventions on an individual's capacity to persist with physical activity in the long term. By looking at the literature, the aim of this review is to synthesize group and supervised physical activity interventions for people with type 2 diabetes using variables based on the following levers: motivation and self-efficacy. The PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) methodology examined studies in English or French that are registered in the PubMed, PsycINFO, and SportDiscus databases and were published between 2005 and 2023, according to the following keywords: Motivation OR self-efficacy AND physical activity AND type 2 diabetes AND intervention. Seven studies out of 1207 were included. Despite the pertinence of the concepts of motivation and self-efficacy and their complementarity in physical activity management programs, few studies have yet proposed a combined intervention for people with type 2 diabetes.

Self-Efficacy in the Context of Professional Activity

This article examines the concept of self-efficacy, highlights the main approaches to its study, components, properties, factors and functions. The methods of diagnosis and development of this concept are also revealed. It is shown that the development of self-efficacy affects success in professional activity and is one of the important success factors. This concept refers to a person's ability to effectively use their resources, skills and knowledge to achieve their goals. Self-effective people have high self-confidence, faith in their own abilities and confidence in achieving results. They are able to motivate themselves, make decisions and act decisively in difficult situations. Self-efficacy contributes to increased productivity and quality of work, the development of leadership and leadership skills, as well as the ability to self-development and self-regulation. It helps to cope with difficulties and strive for continuous improvement in the professional field. Understanding and developing self-efficacy are important aspects of career success, so it becomes an integral factor in professional activity. In conclusion, the problems of self-efficacy are considered, which are a common phenomenon in modern society and affect the results of people's activities in various spheres of life, from professional activities to personal life.

Analysis of Self Efficacy and Motivation as Contributing Factors in Second Language Acquisition: A Literature Review

Several factors are thought to influence second language acquisition (SLA). The concepts of motivation and self-efficacy are frequently linked to SLA success. In terms of linguistic outcomes, motivation is a significant contributor, whereas self-efficacy is a component of social, metacognitive, and cognitive strategies. Students with varying levels of motivation and self-efficacy attribute diverse reasons for their success and failure in learning a second language, so these elements are crucial in determining one's level of success in learning a second language. The purpose of this study is to analyze self-efficacy and motivation as contributing factors to second language acquisition. This paper gathered and reviewed journal articles on motivation and self-efficacy in second language acquisition from a variety of journals in the field using thematic analysis. The method for this study uses a literature review in order to demonstrate the contribution of the factors self-efficacy and motivations to second language acquisition. It is expected that self-efficacy and motivation improve students' learning performance in a variety of language skills. The implications of this study benefit language teachers by helping learners create positive beliefs about themselves and improve their confidence about their abilities to learn a second language.

Promoción de la autoeficacia en madres con hijos/as que egresan de unidades de cuidado intensivo neonatal

IntroductionThe mothers of newborns who are discharged from a neonatal intensive care unit (NICU) experience stress and anxiety due to the specialized care their child requires at home, affecting their perception of maternal self-efficacy. Objectiveto evaluate the effect of the nursing intervention called Hospital Discharge Plan (HDP) on the promotion of self-efficacy in mothers of newborns discharged from the NICU. MethodQuantitative study, quasi-experimental design with pre-test/post-test in a single group, using the Parental Evaluation Scale applied to a convenience sample of 72 mothers of high-risk newborns from a NICU located in the city of Villavicencio (Colombia). The first measurement was taken between days 3 and 4 before discharge and at 15 days’ post-discharge. Data processing was carried out using the statistical program SPSS, version 21. The intervention was based on the four concepts of self-efficacy by Barbara Resnick. ResultsThe perception of maternal self-efficacy before the intervention showed a median of 8.9 points (RI 7.6-9.5); after the intervention it showed a median of 9.6 points (RI of 10-8.7); a statistically significant p-value < 0.001 was obtained before and after the intervention with the Wilcoxon rank test. ConclusionsEducation and follow-up promoted the development of knowledge and skills in mothers for the care of high-risk newborns. This contributed to the experience of mastery and vicarious experience from the teaching-learning process and contact with the experience of other mothers, which contributes to the effective development of motherhood.