Differences In Self-efficacy Scores Research Articles

Self-Efficacy with Telehealth Examination: the Doctor of Physical Therapy Student Perspective

Introduction: The shift to telehealth exposed gaps in our understanding of how physical therapy students perceive patient assessment in a remote situation using the examination component of the patient/client management (PCM) model. The purpose of the study was to compare Doctor of Physical Therapy (DPT) students’ self-efficacy performing patient assessment using the examination component of the PCM model using telehealth compared with conventional examination. To achieve the purpose of this study, the Physical Therapist Self-Efficacy (PTSE) scale was used. More specifically, self-efficacy in clinical reasoning was measured using the following items: (1) PTSE total score (2) performance of tests and measures, (3) determining when to refer to another practitioner, and (4) screening for primary medical disease. Methods: A survey-based descriptive and exploratory repeated measures design was used, with surveys distributed to entry-level DPT students during their clinical experiences in the United States during the Fall 2020 semester. A convenience sample of 35 second- and third-year entry-level DPT students who reported provided both telehealth and traditional examinations during clinical experiences was used. Descriptive and inferential statistics were used to evaluate within group differences comparing student self-efficacy using telehealth and conventional examination. Results: Wilcoxon sign ranks revealed statistically significant differences in self-efficacy scores of students conducting patient assessment using telehealth compared to conventional examination. More specifically, scores for telehealth were lower (P < 0.001) compared to conventional examination in PTSE total score, performance of tests and measures, determining when to refer to another practitioner, and medical screening for primary disease. Discussion: Doctor of Physical Therapy students’ self-efficacy was lower when providing telehealth across all PTSE questions pertaining to the examination component of the PCM model. Exploring telehealth content and sequence in entry-level physical therapy curriculum may help students feel more prepared to perform telehealth examination.

0192 Sleep Hygiene and Self-Efficacy for Sleep Hygiene among Good and Poor Sleepers: A Secondary Analysis

Abstract Introduction College students are at risk for sleep disturbances that may influence academic performance and cognitive function. Poor sleep hygiene and sleep quality over time results in inadequate sleep and daytime sleepiness, which, if not addressed, eventually leads to sleep deprivation and adverse health effects. The current study aims to identify if sleep hygiene practices and self-efficacy relate to poor and good sleepers categorized according to the Pittsburg Sleep Quality Index (PSQI) Score > or < 5) among a sample of college students. Methods Secondary analysis of baseline data from college student participants aged 18-26 from an intervention study was used. All participants completed demographic, sleep hygiene, and sleep quality assessments. (e.g., Sleep hygiene index [SHI], Self-efficacy for sleep hygiene inventory [SHESHI], and PSQI). Descriptive statistics were calculated for demographic, sleep quality, and sleep hygiene variables. Results The sample (n=119) included 15 Freshmen, 30 Sophomores, 52 Juniors, and 21 Seniors, of which 26 were male and 93 female college students. The total sample mean age=20.6 y +2.0, range: 18-26; 82.4% were White, 55% worked part-time, and 69.8% considered themselves night owls. Data were examined to determine if poor and good sleepers differed across key demographic variables. There were no statistically significant differences between the groups. The sample comprised 47.0 % (n=56) poor sleepers and 52.9% (n=63) good sleepers. A Mann-Whitney U test was run to determine if there were differences in self-efficacy scores and sleep hygiene practices between poor and good sleepers. Mean rank self-efficacy scores for poor sleepers (44.15) were significantly lower than for good sleepers (74.09), U=876, z = -4.725, p <.001. Mean rank sleep hygiene index scores for poor sleepers (76.05) were significantly higher than good sleepers (45.73) U=865, z = -4.793, p <.001. Conclusion Preliminary descriptive findings highlight significant characteristics of sleep hygiene efficacy in college students with good and poor sleep. All surveys were subjective measures. Future use of an objective measure of actual sleep time and sleep health index would add to an understanding of sleep issues in college students. Support (if any) N/A

Evaluating a Culturally Tailored Public Health Forum in Improving the Knowledge and Understanding of Chronic Disease Management in the Chinese Population: A Mixed-methods Study

Background:
 Chronic disease management is fraught with many challenges for ethnic minorities. Studies conducted in non-multicultural populations suggest that patient and community engaging initiatives can improve chronic disease management practices. However, literature on culturally specific community engaging programs is relatively sparse. The interCultural Online Health Network (iCON) is a culturally tailored, patient and community engaging health promotion program, which provides culturally specific health education to BC’s multicultural communities. We aimed to assess if the iCON 2020 Chinese Health Forum can improve the knowledge and understanding of chronic disease self-management in the Chinese community of Vancouver, BC.
 
 Methods:
 We conducted a sequential mixed-methods study by administering pre- and post- validated questionnaires, followed by semi-structured interviews conducted one-two months after the forum. We assessed our primary outcome of difference in self-efficacy scores post-forum using paired t-tests and further illuminated our research question through a thematic analysis of the semi-structured interviews.
 
 Results:
 From the 381 participants that attended the Health Forum, 131 consented to completing the pre- and/or post- surveys, and seven provided consent to participate in the follow-up interview. There was a statistically significant difference in self-efficacy scores pre- and post- forum participation (Mean difference = 0.58, S.D. = 1.42; [95% CI: 0.26 – 0.90], t(77) = 3.60; P = 0.001, d = 0.41). Participants attributed the effectiveness of the Health Forum to its accessible yet engaging programming and focus on culturally tailored health education.
 
 Conclusion:
 A culturally tailored, patient engagement and community outreach program effectively improved Chinese community members self-efficacy in managing their chronic diseases and was well received by participants. iCON’s 2020 Chinese Health Forum presents a model with associated principles of approach for similar culturally specific health education and community engagement programs that need to be developed to reduce the burden of chronic diseases in multicultural populations.

The Effect of a Self-Management Program on Care Burden and Self-Efficacy in Family Caregivers of People With Multiple Sclerosis.

Family caregivers of patients with multiple sclerosis (MS) face many caring-related problems that increase their care burden and decrease their self-efficacy. Evidence-based self-management interventions may be used to improve care processes and resolve caregiver concerns. The aim of this study was to investigate the effect of a self-management program on care burden and self-efficacy in family caregivers of people with MS. This study was performed in Iran in 2018-2019. The participants were selected using convenience sampling and assigned to control and intervention groups of 35 participants each using stratified randomization by gender. The intervention group participated in an eight-session self-management program. Data were collected using the Zarit Burden Interview and Scherrer Self-efficacy Questionnaire. Data were analyzed using descriptive and inferential statistics in SPSS Version 16. No significant difference in care burden scores was found between the two groups at baseline ( p = .953). However, mean scores for care burden in the intervention group were significantly higher ( p < .001) both immediately after completion of the intervention (42.6 ± 3) and at 3 months after completion of the intervention (36 ± 3), with the most significant improvement found immediately after the intervention. Similarly, no significant difference in self-efficacy scores was found between the groups at baseline ( p = .976). However, mean scores for self-efficacy in the intervention group were significantly higher ( p < .001) both immediately after and at 3 months after completion of the intervention (60.6 ± 4.7 and 72.7 ± 4, respectively), with the most significant improvement found at 3 months postintervention. Providing self-management programs to caregivers of people with MS is an effective approach to reducing their burden of care and increasing their self-efficacy. Enhancing self-management by learning adaptation skills, self-care skills, social support, and spiritual support promote improved self-efficacy and reduce the care burden of these caregivers.

Effect of Education Using Poster on Mother's Self Efficacy in Kangaroo Mother Care Implementation at Panti Rahayu Hospital

Low Body Weight (LBW) infants are at risk of experiencing health problems, one of which is hypothermia. Kangaroo Mother Care (KMC) is one of the LBW care interventions to prevent hypothermia. Preliminary studies at Panti Rahayu Hospital have not shown optimum KMC due to the lack of willingness of mothers, especially primiparas with LBW babies. LBW babies’ condition made them not very confident in taking care of their babies. This research aims to know the effect of education using posters on mothers’ self-efficacy in implementing Kangaroo Mother Care at Panti Rahayu Hospital. This was pre-experimental research with pre and post-test without control. Used quota sampling with 30 respondents. The measuring instrument was a questionnaire with 20 statements. The statistical test used the Wilcoxon Test. The result showed there was a difference in self-efficacy scores between before and after treatment (p=0.000) with a significance value of 5%. There is an effect of education using posters on mothers' self-efficacy in implementing KMC at Panti Rahayu Hospital with the average difference between before and after being 15.50. Further researchers are suggested to investigate factors that affect maternal self-efficacy in implementing KMC, such as the lack of information and knowledge of mothers about KMC.

Comparing Domain-Specific Self-Efficacy in Pediatric Physical Therapy Education Across Classroom-Based, Online, and Hybrid Curriculum Designs.

To describe the pediatric curriculum across 3 years when different instructional designs were used, quantify change in self-efficacy (SE) after completing the curriculum, and define relationships between pediatric experience, SE, and interest in future pediatric practice. Students (N = 137) were included over 3 consecutive years. Instructional design varied across cohorts: classroom-based (n = 48), online (n = 44), and hybrid (n = 45). Pediatric content hours were analyzed. Measures were the Pediatric Communication and Handling Self-Efficacy Scale, pediatric experience, and interest in future pediatric practice. Pediatric content hours met published recommendations. Significant growth in SE occurred for all cohorts, with no significant differences in SE scores based on instructional design. Experience and interest in pediatrics were significantly related to communication SE. The pediatric physical therapy curriculum delivered via classroom-based, online, or hybrid instruction can be effective in promoting pediatric-specific growth in student SE. Remote pediatric experiential learning is a feasible option for physical therapy programs with limited direct contact with children. What this adds to the evidence : When pediatric curricula meet recommended total hours of instruction, regardless of instructional method or amount of direct laboratory time with real children, pediatric-specific student SE increases. This supports the use of alternative approaches for experiential learning activities in programs with limited access and availability for direct in-person child interactions. Programs may expand integrated clinical experiences (ICE) opportunities to include telehealth when in-person ICE is limited due to distance or availability in nearby clinical settings. Online learning activities (asynchronous or synchronous) may be viable options for laboratory activities when live child volunteers are limited or unavailable. Use of multiple methods of instruction (classroom-based, online, or hybrid) can be beneficial in covering pediatric physical therapy content and improving SE. This evidence can help programs expand their options for exposing student physical therapists to pediatric practice.

Taiwanese engineering students’ self-efficacy and academic performance

Despite the popularity and the importance of MOOCs in global education in recent years, they have not become the focus of self-efficacy studies. In addition, most available MOOC research resides in Western economies, not in Asian countries. No studies up to this point have explored the change in engineering student self-efficacy before and after they finish a MOOC or the relationship between engineering students’ self-efficacy and academic performance in a MOOC learning environment. This present study examined if there were any changes in the self-efficacy levels of a group of students before and after they attended a blended MOOC on English Technical Writing skills. It explored the relationship between self-efficacy and academic performance and looked for possible differences in self-efficacy and academic performance with respect to different demographic variables. A Paired-samples t-test helped to measure differences in self-efficacy scores at the beginning and end of the course. Pearson correlation was conducted to examine if self-efficacy predicted students’ course grades at the end of the course. Descriptive analysis, t-test, and ANOVA were used to measure the differences between the mean scores of self-efficacy and academic performance regarding different demographic variables. Results showed that students became more self-efficacious after they attended the blended MOOC. Self-efficacy significantly predicted academic performance. Students who reported higher self-efficacy levels gained better scores. Participants differed significantly in their self-efficacy and academic performance in relation to age group, English proficiency level, and educational level. Suggestions for future research are made based on the results of the study.

The Effect of Islamic Spiritual Mindfulness on Self-Efficacy in Anger Management among Schizophrenic Patients

Background: The prevalence of schizophrenia has increased in the last few years. Nevertheless, methods in assisting schizophrenic patients have not improved significantly. Islamic spiritual mindfulness is a spiritual approach that can help schizophrenic patients increase their self-efficacy in anger management. However, the application of this intervention is still not well researched.Purpose: This study aimed to determine the effect of Islamic spiritual mindfulness on self-efficacy in anger management among schizophrenic patients.Methods: This study utilized a pre-post quasi-experimental design with a control group. A total of 54 schizophrenic patients were purposively recruited and divided into two groups: the intervention group (n=27) and the control group (n=27). The intervention group received four sessions of Islamic spiritual mindfulness in two weeks, while the control group received a standard intervention from the hospital. The data were collected using the Regulatory Emotional Self-Efficacy (RESE) scale and analyzed using the t-test.Results: The results showed a significant difference in self-efficacy scores between the control and intervention groups (p=0.000) after the intervention. In the pre-test, the mean score of self-efficacy in the intervention group was lower than the control group (M=28.15 vs. M=30.26) without a significant difference. However, in the post-test, a significant difference in self-efficacy between the intervention and control groups was found (M=46.44 vs. M=46.44; p=0.000).Conclusion: Islamic spiritual mindfulness significantly affects self-efficacy among schizophrenic patients. The Islamic spiritual mindfulness can be applied as a new form of approach to increase self-efficacy in schizophrenic patients.

The role of psychosocial factors in the decision to enroll in physical education courses at the state college level

Objective: Physical education (PE) courses may provide young adults with opportunities to become active, however, enrollment in college PE courses remains low. Participants: This study examined psychosocial factors related to PE enrollment in a sample of 177 college students (29.4% completed a PE course). Methods: Participants completed an online survey that inquired about demographic information, college PE enrollment, exercise self-efficacy, and several open-ended questions regarding their enrollment decisions. Results: There were no differences in self-efficacy scores between PE completers and non-completers. PE completers had more positive previous experiences with PE (43.7% vs 19.3%, p < .01) while non-completers had more negative PE experiences (33% vs 12.5%, p = .03). PE completers felt that self-improvement (51.5% vs 21.3%, p < .01) was most important regarding decisions to enroll in a PE course, while non-completers were concerned with PE courses counting toward their degree (29.2% vs 9.1%, p = .02). Conclusions: These findings can help inform those involved in teaching and administration of PE courses at the state college level. Future research should further investigate how past PE experiences shape students’ feelings toward PE.

A comparative study of the effect of two educational methods of motivational interviewing and peers on self-efficacy of female high school students in relation to puberty health.

BACKGROUND:Adolescents experience many physical and psychological changes during adolescence. Not paying attention to the issue of girls’ puberty may have a negative impact on their mental health and self-efficacy in future. The aim of this study was to compare the two methods of motivational interviews and peers on puberty health of female high school students.MATERIALS AND METHODS:This study was performed semi-experimental intervention on 334 high school students in 2019 through multi-stage randomization. Data using two demographic questionnaires and Scherrer self-efficacy questionnaire in three stages (pre-test, immediately after the test and one month after the test). It was collected that in the motivational interview group, 5 training sessions were presented, and in the peer group, only one training session was taught to the peers and the control group was not trained in any intervention.RESULTS:Immediately after, and 1 month after the intervention, the two intervention groups had significantly better scores in self-efficacy compared to the control group (P = 0.001). The mean score of self-efficacy in the control group in the three time periods before, immediately, and one month after the intervention, respectively (50.75 ± 5.322, 50.45 ± 5.34, 50.45 ± 5.37), in the motivational interview group (50.56 ± 5.95, 53.63 ± 5.83, 56.03 ± 6.49) and in the peer group (50.10 ± 5.62, 54.40 ± 4.28, 59.19 ± 4.43) was. Moreover, there were significant differences in self-efficacy scores within and between the groups by time (P < 0.001) in intervention groups.CONCLUSION:This study showed that puberty health education increases students’ self-efficacy, that correct information should be conveyed by peers and motivational interview, and motivational interview is more effective.

Self-Efficacy Levels Regarding Interprofessional Learning Skills Among Undergraduate Healthcare Students in Malaysia.

ObjectivesSelf-efficacy is an important factor in determining the ability of students to execute tasks or skills needed in the implementation of interprofessional learning (IPL). This study aimed to identify levels of self-efficacy with regards to IPL skills among undergraduate healthcare students and to investigate differences according to gender, programme of study and year of study.MethodsThis descriptive cross-sectional study was conducted between January and March 2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 students from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences.ResultsSignificant differences in self-efficacy scores for the interprofessional interaction subscale were identified according to programme of study, with pharmacy students scoring significantly lower than allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, there was a significant difference in self-efficacy scores for the interprofessional interaction subscale according to year of study, with first-year students scoring significantly lower compared to fifth-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significant differences in self-efficacy scores were identified with regards to gender or for the interprofessional team evaluation and feedback subscale.ConclusionThese findings may contribute to the effective implementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficacy on the execution of IPL skills is crucial to ensure healthcare students are able to adequately prepare for future interprofessional collaboration in real clinical settings.

Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study

BackgroundBlended learning, which integrates face-to-face and online instruction, is increasingly being adopted. A gap remains in the literature related to blended learning, self-efficacy, knowledge and perceptions in undergraduate nursing. ObjectivesTo investigate outcomes of self-efficacy, knowledge and perceptions related to the implementation of a newly blended course. DesignThis was a quasi-experimental pre-post test design. SettingThis study was conducted at an undergraduate university in Alberta, Canada. ParticipantsA total of 217 second-year undergraduate nursing students participated and 187 participants completed all study components. MethodsA convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics using R(3.4.3) and R-Studio(1.1.423). ResultsThere were no significant differences in self-efficacy scores between groups or in the pre-post surveys (p > 0.100) over time. There was no significant difference in knowledge between the blended online and face-to-face groups (p > 0.100). For students in the blended course, perceptions of the online learning environment were positive. ConclusionBlended learning has the potential to foster innovative and flexible learning opportunities. This study supports continued use and evaluation of blended learning as a pedagogical approach.

The Relationship between the Timing of a Self-Efficacy Questionnaire, Duration of Training, and Levels of Self-Efficacy with Patient-Centered Interviewing Skills

ABSTRACT There are conflicting findings about the role that timing plays in the administration of self-efficacy questionnaires and the relationships between self-efficacy scores, training, and subsequent demonstration of skills. The current study examined self-efficacy in the context of a training program to educate residents in patient-centered communication skills. Previous research indicates that providers who use patient-centered skills have higher patient satisfaction ratings and their patients show improved physical and psychological health outcomes. 163 residents conducted patient-centered interviews with standardized patients. One group rated their self-efficacy before the interview (n = 85, 52%) and the other group rated it after the interview (n = 78, 48%). Researchers used a validated content analysis coding scheme to measure patient-centered skills in the interviews. There was no significant difference in self-efficacy scores obtained before or after the interview or in the relationship between self-efficacy and objectively coded patient-centered skills in either group. Self-efficacy also did not mediate the relationship between training in patient-centered skills and significantly improved performance of the skills. The findings suggest that timing of self-efficacy questionnaire does not influence subsequent self-efficacy ratings and that demonstrated PCI skills and perceived self-efficacy ratings increase significantly with training. Results imply that self-efficacy requires further study before it can be used as a surrogate for skills performance.

Health coaching improves interventional effects in high-risk population of stroke

Objective To assess the effect of health coaching on interventional effect in high-risk population of stroke. Methods A baseline survey was conducted among 897 residents aged 40 years and above selected by cluster sampling method in a community of Shijiazhuang city from January 2016 to June 2016, and 178 subjects were identified as high risk population of stroke. The high-risk subjects were randomly divided into two groups: the control group (n=89) was given routine health education, while the intervention group (n=89) received health coaching based on motivational interview for 13 months. The behavioral risk factors and self-efficacy scores were compared between two groups before and after intervention. Results There were no significant differences in behavioral risk factors between the two groups: for hypertension 72 vs. 74 cases (χ2=0.152, P=0.67), for hyperglycocemia 44 vs.48 cases (χ2=0.360, P=0.55), for dyslipidemia 62 vs. 60 cases (χ2=0.104, P=0.75), for smoking 35 vs.32 cases (χ2=0.215, P=0.64), for obesity 50 vs.52 cases (χ2=0.092, P=0.76), for lack of exercises 72 vs.70 cases (χ2=0.139, P=0.71), for atrial fibrillation 14 vs. 16 cases (χ2=0.160, P=0.19). And there was no significant difference in self-efficacy scores between the two groups [(5.3±1.2) vs. (5.6±2.0), t=0.997,P=0.32]. After intervention, there were significant differences between the two groups in behavioral risk factors: for hypertension 25 vs. 34 cases (χ2=19.984, P<0.05) , for hyperglycaemia 16 vs.32 cases (χ2=8.448, P<0.05) , for dyslipidemia 30 vs. 48 cases (χ2=13.216, P<0.05) , for smoking 20 vs.28 cases (χ2=7.583, P<0.05) , for obesity 18 vs.38 cases (χ2=14.158, P<0.05) , for lack of exercises 28 vs. 36 cases (χ2=10.235, P<0.01) , for atrial fibrillation 5 vs. 13 cases (χ2=6.451, P<0.05) . And the self-efficacy scores of intervention group were higher than those of control group[ (8.4±2.1) vs. (6.8±2.2), t=4.852, P<0.01]. Conclusion Health coaching based on motivational interview is beneficial to reduce risk factors and improve self-efficacy in high risk population of stroke, which is worthy of popularization. Key words: Health coaching; Stroke, high-risk; Community health services; Primary prevention

The preventive services use self-efficacy (PRESS) scale in older women: development and psychometric properties.

BackgroundPreventive services offered to older Americans are currently under-utilized despite considerable evidence regarding their health and economic benefits. Individuals with low self-efficacy in accessing these services need to be identified and provided self-efficacy enhancing interventions. Scales measuring self-efficacy in the management of chronic diseases exist, but do not cover the broad spectrum of preventive services and behaviors that can improve the health of older adults, particularly older women who are vulnerable to poorer health and lesser utilization of preventive services. This study aimed to evaluate the psychometric properties of a new preventive services use self-efficacy scale, by measuring its internal consistency reliability, assessing internal construct validity by exploring factor structure, and examining differences in self-efficacy scores according to participant characteristics.MethodsThe Preventive Services Use Self-Efficacy (PRESS) Scale was developed by an expert panel at the University of Pittsburgh Center for Aging and Population Health - Prevention Research Center. It was administered to 242 women participating in an ongoing trial and the data were analyzed to assess its psychometric properties. An exploratory factor analysis with a principal axis factoring approach and orthogonal varimax rotation was used to explore the underlying structure of the items in the scale. The internal consistency of the subscales was assessed using Cronbach’s alpha coefficient.ResultsThe exploratory factor analysis defined five self-efficacy factors (self-efficacy for exercise, communication with physicians, self-management of chronic disease, obtaining screening tests, and getting vaccinations regularly) formed by 16 items from the scale. The internal consistency of the subscales ranged from .81 to .94. Participants who accessed a preventive service had higher self-efficacy scores in the corresponding sub-scale than those who did not.ConclusionsThe 16-item PRESS scale demonstrates preliminary validity and reliability in measuring self-efficacy in the use of preventive services among older women. It can potentially be used to evaluate the impact of interventions designed to improve self-efficacy in the use of preventive services in community-dwelling older women.

Effectiveness of Combined Copying Skills Training and Pharmacological Therapy for Patients with Migraine.

Headache is one of the most common complaints in neurological clinics. The current study carried out to determine the benefits of combined Coping Skills Training (CST) and Pharmacotherapy (Ph) for patients with migraine. Forty patients with migraine recruited from the outpatient clinics of Zahedan University of Medical Sciences(Iran) and randomly assigned to one of two treatment groups: the first group received combined coping skills training (CST) and pharmacotherapy(Ph); and the second group received the pharmacotherapy alone(Ph). Five patients due to lack of regular presence or filling out the questionnaires excluded from the study. Finally, the results of 35 subjects were analyzed. Data collection was done using the World Health Organization Quality of Life Questionnaire, General Self-Efficacy Scale-Sherer, Ways of Coping Questionnaire and Migraine Headache Index. The results of ANCOVA on post-test, after controlling the pre-test scores, suggested a significant difference in self-efficacy scores between CST+Ph and Ph groups. Moreover, results of ANCOVA did not show significant differences between the two groups in the scores of pain severity, quality of life, and the use of coping strategies. Findings of the present study indicated that coping-skills training, as a psychological intervention, improved self-efficacy. Further longitudinal studies are needed to confirm this conclusion.

THE RELATIONSHIP BETWEEN SELF-EFFICACY AND ATTITUDES OF CHEMISTRY TEACHER CANDIDATES

This study has been carried out with the aim of investigating the relationship between the attitudes of chemistry teacher candidates towards chemistry in laboratory classes and their self-efficacy beliefs. Teacher candidates composed of undergraduate students who have already taken or are currently taking laboratory classes and study Chemistry Teaching have participated in this study. Relational survey model has been used in this study. Chemistry Attitude Scale (CAS) developed by Geban, Ertepınar, Yılmaz, Altın &amp; Şahbaz (1994) and Chemistry Self-efficacy Scale (CSS) were used as data collection tools. Simple correlation and one-way analysis of variance in independent groups have been used in order to analyse data. According to the results from study data, there is a meaningful linear relationship between self-efficacy scores and attitude scores of teacher candidates. An increase in self-efficacy scores and attitude scores of teacher candidates with regard to consecutive grade levels has also been observed. Self-efficacy and attitude scores of the students have been compared by using one-way analysis of variance (ANOVA). However, a meaningful difference in self-efficacy scores and attitude scores of students with regard to grade levels has not been observed. Key words: chemistry, self-efficacy, chemistry attitude, chemistry laboratory applications.

Psychometric properties of the General Self Efficacy-12 Scale in Spanish: General and clinical population samples

The General Self Efficacy Scale (GSES-12) is a short version of the Sherer's Self-Efficacy Scale, and evaluates a general dimension and three aspects of self-efficacy: initiative, persistence and effort. The aim of this study is to explore the factorial structure, reliability, and criterion validity of the Spanish adaptation of the GSES-12 in general and clinical populations. The sample was composed of 714 volunteers (332 from the clinical population). Results of the principal components analysis yielded a 3-factor structure that was later confirmed through Confirmatory Factor Analysis. Moreover, this study shows good internal consistency and test–retest values, and differences in self-efficacy scores between the clinical and non-clinical groups. The present study demonstrates that the Spanish version of the GSES-12 is a valid and reliable measure, and it adds relevant information to the debate about the dimensional structure of general self-efficacy.

OP0098-HPR Sarah: Strengthening and Stretching for People with Rheumatoid Arthritis of the Hands: A Randomised Controlled Trial

BackgroundThe effectiveness of exercise for improving hand and wrist function in people with RA is uncertain.ObjectivesThe study aim was to estimate the clinical and cost-effectiveness of adding an optimised exercise...

Prior cooking experience of 4th graders drives fruit and vegetable preferences and cooking attitudes and self‐efficacy

ObjectiveExamine link between cooking/food prep experience (CKG) and gender on 4th‐grade self‐efficacy (SE), attitudes (AT) toward cooking, and fruit and vegetable preferences (FP, VP).MethodTested survey with 4 scales administered in 22 classrooms in 8 schools. Scores possible: 8–40 (SE), 6–30 (AT), 7–35 (FP), 11–55 (VP).ResultsScores, not different among schools, were completed by 409 students (47% boys; 76% white). Mean scores differed significantly by gender (boys, girls respectively) for SE (33.3 ± 5.8 vs 35.7 ± 4.1); AT (25.0 ± 3.9 vs 27.4 ± 2.4) and FP (28.7 ± 5.2 vs 29.7 ± 4.6). VP was similar between genders (35.0 ± 8.6 vs 35.9 ± 8.4). For all measures, CKG was associated with higher scores (P &lt; .003). Proportion reporting prior CKG was 3:1 girls. Those reporting none were 3:1 boys. Controlling for gender revealed all scores continued significantly higher for CKG students. Also, SE and AT gender and CKG interactions were significant. CKG Boys scored 3.5 to 4.2 AT points higher; this difference was &lt; 2.5 for girls. Difference in SE scores of those with and without participation in family food prep was 6.5 for boys and 3.7 for girls.ConclusionSE, AT, FP and VP were greater in 4th graders who cook, with some gender influence for SE and AT. Inclusion of these factors in evaluation of school‐based cooking interventions appears valid. Funding: AFRI Grant 2012–68001‐19603 USDA NIFA Childhood Obesity Prevention Program.