Efficacy Of Self-regulation Research Articles

상태학업착수지연척도 개발 및 타당화

Objectives This study aimed to develop and validate a scale for intervening in academic procrastination. First, to easily capture improvement pre- and post-intervention, the scale was developed at the state level rather than the chronic level. Second, focusing on the specific phenomenon of academic procrastination as “delaying the initiation of studying” - a core characteristic in the definition of academic procrastination- an operational definition was es-tablished in developing this scale. Methods To this end, we developed a SAIPS and conducted reliability analysis and EFA with 417 college students randomly extracted from the first-round data) and extracted the main factor from it. Subsequently, we performed CFA on three validation samples and evaluated the model fit. In addition, we verified the convergent and discrim-inant validity. Results From this sample, the final 1-factor 10-item scale was derived, and a high reliability of .90 or higher was confirmed. In the first validation sample (417 college students not included in the estimation sample from the first-round data), CFA showed adequate fit, with CFI .954, TLI .941, RMSEA .077, and SRMR .040. In the second validation sample, comprising 249 college students from the second-round data, CFA showed relatively low fit (CFI=.862, TLI=.822, RMSEA=.158, SRMR=.067). However, the third validation sample (627 middle and high school students from the first-round data) showed considerably good model fit (CFI=.983, TLI=.978, RMSEA= .062, SRMR=.021). Correlation analysis revealed discriminant validity, demonstrating significant negative correla-tions with “regular and consistent practices”, “self-confidence”, “self-regulation efficacy”, “academic efficacy”, and “academic enthusiasm efficacy”. Additionally, significant positive correlations were found with “chronic pro-crastination”, “chronic academic procrastination”, “academic procrastination state inventory: academic pro-crastination”, and “academic procrastination state inventory: fear of failure”, ensuring convergent validity. Conclusions The findings suggested the clinical implications of the scale developed in this study for future educa-tional and counseling interventions. Finally, the significance and limitations of this study were discussed.

문제중심학습(PBL) 교수법을 적용한 수업이 간호대학생의 자기주도 학습능력과 의사소통능력, 학업적 자기효능감에 미치는 효과

Objectives The purpose of this study was to examine the effects of flipped learning teaching and learning method on self-directed learning ability, communication ability, and academic self-efficacy of nursing college students. Methods The subjects of this study were nursing students at S University in Jeonnam, and the data collection period was from September 6, 2023 to December 6, 2023.,The collected data were analyzed by frequency analysis, reliability analysis, descriptive statistical analysis, correlation analysis, and paired t-test using SPSS Windows 20.0 Program. Results It was confirmed that the flipped learning method applied class had statistically significant effects on self-directed learning ability, communication ability, and academic self-efficacy of nursing college students.,Also, as a result of analyzing sub-areas of each variable, it was found that there was a significant effect in the recognition ability, learning strategy, learning activity, learning evaluation, interpersonal skills, confidence of academic self-efficacy, self-regulation efficacy, and preference of task difficulty. Conclusions This study is significant in that it verified the effectiveness by applying the problem-based learning teaching method that has recently emerged to the curriculum, and in the future, it is expected that this teaching and learning method will be applied to the curriculum in consideration of various environments and students' levels, and extensive research will be needed to confirm the effectiveness and to add various variables.

미혼 초기성인의 외로움, 성인애착, 고독동기에 따른 잠재프로파일과 자기효능감 및 대인관계문제의 차이

This study explored potential classes according to the level of loneliness, adult attachment, and motivation for solitude to understand the experiences of early unmarried adults in a social background where time alone increases due to the single-person households increase and spread of non-face-to-face communication. Data were collected from 633 unmarried early adults aged 18-39. As a result of conducting a latent profile analysis(LPA), three classes were the most appropriate. According to the form, they were named as ‘high adaptation non-loneliness’, ‘medium adaptation’, and ‘low adaptation solitude’ groups. The lower the group’s adaptation, the higher the level of loneliness, attachment anxiety and attachment avoidance, and non-determined solitude motivation. In the case of self-determined solitude motivation, only the difference between the ‘low adaptation solitude’ group and the ‘high adaptation non-loneliness’ group was significant. Furthermore, BCH analysis was conducted to confirm whether there is a difference between the level of self-efficacy and interpersonal problems. As a result, it was found that the ‘high adaptation non-loneliness’ group reported the highest level of self-efficacy and was experiencing the lowest level of interpersonal problems. The ‘intermediate adaptation’ group had significantly higher self-efficacy and confidence among the sub-scale than the ‘low adaptation solitude’ group, but there was no significant difference in self-regulation efficacy and task difficulty preference. Finally, the ‘low adaptation solitude’ group reported the lowest level of self-efficacy and was found to be experiencing the greatest interpersonal problem among the three groups. In addition, the results of this study are expected to be used as the basis for setting up a differentiated counseling method that can intervene in the client’s experience of loneliness, self-efficacy, and interpersonal relationship problems according to individual characteristics in the counseling field.

동물보건사의 자기효능감에 대한 개념분석; 문헌고찰

This study was done self-efficacy on the relationship between veterinary nurses’ self-efficacy and their work. However it couldn’t find any literature about the self-efficacy in veterinary nurses. Self-efficacy is the confidence that one has the ability to perform a task, self-regulation efficacy, challenge for difficult tasks, and the ability to identify the cause of results. It is composed of cognitive, motivational, affective, and selection processes, and is manifested in behavior. The self-efficacy of nurses not only affects their individual abilities but also the organization, improving patient safety management, compliance with standard guidelines, and nursing work. It is thought that a measure of self-efficacy in veterinary nurse is needed to judge individual abilities, adaptability to organizations, and job performance capabilities.

From Online Learner Readiness to Life-long Learning Skills: A Validation of the Learning Skills Journey Tool

One student success factor in higher education is students’ readiness to learn. An increasing number of students are learning in multiple modalities and the boundaries between course modalities continue to blur. In this context, there is a need to reassess readiness for online learning in ways that can serve all 21st century learners. The purpose of this study was to re-develop and cross-validate a measure of online learner readiness with different online student samples from two universities in the United States (combined N = 10,143). The reduced 25-item instrument retained four latent constructs: self-regulation efficacy, locus of control, communication efficacy, and technology efficacy. The emergence of these four factors replicates previous scale development studies, although individual items diverge from previous readiness instruments. Current and future applications of this redeveloped readiness instrument, the Learning Skills Journey Tool, are discussed, with a specific focus on how it can serve students throughout their learning journey.

Gender Inequality in the Digital Field and Potential Remedial Measures

This paper examines the phenomenon of gender inequality in digital spaces and explores potential remedial measures. Through an analysis of historical cases of online discrimination, gendered experiences on the internet, and current landscape of discriminatory behavior, it is clear that women are frequently exposed to cyber bullying and other forms of abuse. Strategies for promoting gender equity in digital spaces include self-regulation, education and awareness, state legislation, and industry practices. Surveillance capitalisms impact on gender equity is also discussed, as data collected through this practice can be used to profile individuals based on their gender identity or sexuality. The paper concludes by stating that research into the efficacy of self-regulation, education and awareness approaches as well as state legislation in shielding women from online discrimination is necessary. Additionally, industry practices targeting those who battle discrimination should be further investigated. By utilizing such methods, one can move towards an equitable digital space where all individuals are respected regardless of gender identity or sexual orientation.

이공계열 대학생의 수학적 자기효능감이 수학흥미에 미치는 영향

Objectives The purpose of this study was to empirically analyze the relationship between mathematical self-effi-cacy, mathematical anxiety, and mathematical interest in science and engineering college students.
 Methods The survey was conducted on 342 science and engineering college students in the metropolitan area, and empirical study was performed by multi-regression analysis and bootstrapping with SPSS statistical program.
 Results The following major results were derived. First, college students' confidence in mathematics, preference for task difficulty, and self-regulation efficacy were all found to have a significant negative effect on math anxiety. Second, it was found that college students' math anxiety had a significant negative effect on math interest. Third, it was discovered that college students' confidence in mathematics, task difficulty preferences, and self-regu-latory efficacy all had a significant positive effect on math interest. Fourth, it was discovered that mathematical self-efficacy factors like confidence, task difficulty preference, and self-regulation efficacy all had a positive im-pact on mathematical interest through mathematical anxiety.
 Conclusions It was concluded that this study identified task difficulty preference factors and confidence factors in increasing interest in mathematics via empirical study.

청소년의 공연예술 관람경험과 학업효능감의 관계에서 학교적응력의 매개효과

This study empirically analyzed the mediating effect of school adaptation in the relationship between adolescents" experience in watching performing arts and academic efficacy for teenagers attending middle and high schools across the country. To this end, the research model was set up with variables that affect school adaptability (school, class life, learning habits) and academic efficacy (task difficulty preference, self-regulation efficacy, confidence), and frequency analysis, reliability analysis, correlation analysis, and multiple regression analysis were conducted through the SPSS 25.0 program. The results of the study are as follows. First, adolescents" performing arts experience has a positive (+) effect on school adaptability. Second, adolescents" performing arts experience has a positive (+) effect on academic efficacy. Third, school adaptability plays a mediating role in the relationship between adolescents" performing arts experience and academic efficacy. In other words, adolescents" performing arts experience strengthens school adaptability and academic efficacy, suggesting that it is effective in preventing deviations and suicides due to higher academic stress and maladjustment to school life and enhancing their beliefs. This result is interpreted as because performing arts are assimilated into the characters in the work to understand the perspective of others, feel homogeneity through the conflict structure presented in the story flow, and have the effect of purifying emotions or sublimating pain. In the future, this study needs to establish a longer and more stable support system so that art education and activity experience, which are important factors for unstable adolescent growth and development, can be steadily accumulated, and to change the paradigm of public education based on the pure function of culture and arts.

Leadership Self and Means Efficacy Among Nursing Faculty: A National Study.

There is a call for leadership in every nursing role. Thus, nursing faculty must self-reflect on their leadership abilities and seek support from their surrounding resources to be successful leaders in their current and future roles. An exploratory descriptive study was conducted to query nursing faculty's perceptions of their leadership self and means efficacy. An anonymous online survey using the Leadership Efficacy Questionnaire that measures leader means efficacy was sent to universities in the United States. Sixty-nine faculty participated. The majority (92.8%) of respondents were women between the ages of 32 and 71 years. The participants included both diploma and university educators with varied experience. Leader action efficacy yielded a 70.4% confidence score, with leader means efficacy of 66.5% and leader self-regulation efficacy of 77.6%. Faculty in higher nursing education must be able to lead with confidence and be supported by their respective institutions. Further research on leadership training is needed. [J Nurs Educ. 2022;61(11):636-640.].

Assessing L2 integrated writing self-efficacy: Development and validation of a scale

Despite the increasing use of integrated tasks in English as a Foreign language (EFL) academic contexts, few attempts have been made to develop reliable and valid instruments to measure integrated writing self-efficacy. To address this research gap, this study developed and validated a scale of self-efficacy for L2 reading-to-write tasks in an EFL academic context. Three dimensions were posited to underlie the construct of L2 reading-to-write self-efficacy (L2RWSE), including self-regulation efficacy, discourse synthesis self-efficacy, and writing conventions self-efficacy. This theoretical underpinning informed the development of the L2RWSE scale. A series of three studies were conducted to interrogate the validity of the scale, involving a total of 1414 participants. Findings from the first two studies, based on exploratory and confirmatory factor analysis respectively, supported our hypothesis that the scale consisted of the three dimensions. Results of multigroup CFA indicated that the scale functioned equivalently on two groups of participants from key and non-key universities. Findings from Study 3 demonstrated that students’ L2RWSE had significant predictive effects on their performance on an integrated reading-to-write task. While shedding light on the construct of L2 integrated writing self-efficacy, the study has important implications for integrated writing assessment and pedagogy. • L2 reading-to-write self-efficacy (L2RWSE) was conceptualized as a multidimensional construct. • A 19-item L2RWSE scale was developed and validated involving 1404 EFL student writers. • Students’ L2RWSE significantly predicted their performance on a reading-to-write task.

The influence of sports on proactive personality and academic achievement of college students: The role of self-efficacy.

ObjectiveTo explore the mediating effect of self-efficacy on the relationship between the proactive personality and academic performance of college students in different sports groups.MethodsA questionnaire survey is used to study 552 college students. The research tools include the proactive personality scale, the self-efficacy scale table (general, academic, and self-regulation efficacy scale tables), and the academic performance self-report scale table. This research employs SPSS 11.0 statistical software to carry out correlation analysis, regression analysis, and t-tests on the data collected, while the test of mediating effect is carried out by AMOS 22.0.Results(1) The degree of self-efficacy and academic performance of college students participating in physical activities is significantly greater than that of the non-sports group; (2) the proactive personality level of the sports group is significantly higher than the non-sports group in the dimension of “conscientiousness”; (3) a confirmatory factor analysis of the mediating effect hypothesis model, using the structural equation model, found that self-efficacy plays a full mediating role in the relationship between proactive personality and academic performance; the direct effect of self-efficacy on the proactive personality and academic performance of college students in different sports groups is not significant.ConclusionCollege students involved in sports exercise have higher scores on some items about proactive personality than non-sports groups; girls’ self-efficacy level is higher than that of boys; self-efficacy plays a full mediating role in the relationship between proactive personality and academic performance; self-efficacy had no significant effect on proactive personality and gender in different sports groups.

온라인 수업에서 하브루타 학습법이 간호대학생의 자기주도적 학습능력, 학업적 자기효능감, 학습몰입 및 비판적사고 성향에 미치는 효과

Objectives This study applied the Habruta learning method in an online class to enhance the understanding of basic major subjects, which are essential for effective nursing practice. It was carried out to confirm the effect. Methods The subjects of this study were 57 second-year nursing students enrolled in a university, and the Habruta learning method was applied for 10 weeks. This is a single-group pre- and post-primitive experimental study that investigated the self-directed learning ability, academic self-efficacy, learning immersion, and critical thinking tendency of subjects before and after the application of the Habruta learning method. IBM SPSS WIN 26.0 program was used for data analysis, and the general characteristics of subjects were analyzed by descriptive statistics, and the effects of dependent variables were analyzed by paired t-test. Results As a result of the study, Self-directed learning ability (t=3.73, p<.001) increased after the application of the Habruta learning method, and the learning plan of the sub-domain (t=2.10, p=.040), learning evaluation (t=29.72, p<.001) was significantly increased. Academic self-efficacy (t=2.39, p=.020) was sub-domain self-regulation efficacy (t=2.47, p<.017), confidence (t=2.28, p<.026). was significantly increased. In the case of learning immersion (t=3.30, p=.002), the immersion condition (t=2.70, p=.009) and immersion experience (t=3.27, p=.002) of the sub-domains were statistically significantly increased, critical As for the thinking propensity (t=2.13, p=.038), the lower-order memory systemicity (t=2.48, p=.016) was statistically significantly increased. Conclusions By applying the Habruta learning method to the nursing major basic subject in the online class, the self-directed learning ability, academic self-efficacy, learning immersion, and critical thinking tendency of nursing students were improved. In the future, it is necessary to apply the Havruta learning method to various online nursing online classes to confirm the effect.

Athletic identity, values and self-regulatory efficacy governing hypercompetitive attitudes

This study adaptes the identity-value model (IVM) of self-regulation to examine a structural model of the psychosocial processes governing hypercompetitive attitudes among athletes. Structural equation modeling of data from 522 competitors, aged 11–23 years, showed that the effect of athletic identity on hypercompetitive attitudes was serially mediated via athletes’ values and self-regulatory efficacy. Athletic identity positively predicted all athletes’ values for morality, competence, and status. Moral values (positively) and status values (negatively) predicted self-regulatory efficacy, which in turn negatively predicted hypercompetitive attitudes. Self-regulatory efficacy (fully) mediated the negative effect of moral values and (partially) mediated the positive effect of status values on hypercompetitive attitudes. Also, these effects were invariant across gender, sports types, and age. This study extends the application of the IVM, the athletic identity maintenance model (AIMM), and the Schwartz’ basic values theory, by suggesting that athletic identity is a strong predicator of athletes’ values and can operate in concert with athletes’ values and self-regulation efficacy in governing hypercompetitive attitudes.

A Cross-Sectional Study: What Contributes to Nursing Students' Clinical Reasoning Competence?

Clinical reasoning is a vital competence for nursing students, as it is required for solving problems arising in complex clinical situations. Identifying the factors that influence nursing students’ clinical reasoning competence in the social context can help their implicit educational needs. Therefore, this study aimed to determine the factors associated with developing clinical reasoning competency among undergraduate nursing students. In total, 206 senior nursing students were included in this study. Self-reported measures were used to obtain data on participants’ clinical reasoning competence, problem-solving abilities, academic self-efficacy, and level of clinical practicum stress. Relationships among continuous variables were analyzed using Pearson’s correlation coefficients. A multiple linear regression analysis was conducted to identify factors related to clinical reasoning competence. Our findings show that participants with better problem-solving abilities and academic self-efficacy perceived themselves as having higher levels of clinical reasoning competence. Nursing students with lower clinical practicum stress reported higher clinical reasoning competence. Significant factors identified were younger age and subcategories of problem-solving ability such as problem clarification, alternative solution development, planning/implementation, and self-regulated efficacy. Our findings highlight essential factors necessary for developing a nursing curriculum that contributes to professional nurses’ clinical reasoning competence.

Dean leadership efficacy and the faculty teaching and research efficacy: a case study at Herat University, Afghanistan

ABSTRACT As a pioneer study on academic leadership efficacy in university context, this mixed-method study aimed at exploring the association between dean leadership efficacy in the areas of action efficacy and self-regulation efficacy and the faculty level of self-efficacy in terms of teaching and research at a public university in Afghanistan. The study employed a mixed-method design to collect the required data in two different phases. First, two sets of questionnaires were used to collect the quantitative data. Second, semi-structured interviews were conducted with six faculty members to investigate their perceptions of dean leadership and the faculty efficacy so as to triangulate the quantitative results. The total participants of this study were 126 faculty members (120 for quantitative and 6 for qualitative). The results showed the dean leaders were perceived to have a medium level of leadership efficacy and the faculty were also reported with almost the same level of teaching efficacy but low level of research efficacy. A significant positive association was also found between the dean leaders and the faculty members’ levels of efficacy in leadership, teaching and research. Accordingly, universities’ stakeholders were addressed with certain implications about dean leadership as well as the faculty levels of efficacy.

Pharmaceutical industry self-regulation and non-transparency: country and company level analysis of payments to healthcare professionals in seven European countries

The European pharmaceutical industry uses the alleged efficacy of self-regulation to question the need for transparency laws similar to the US Physician Payment Sunshine Act. We conducted a comparative analysis of 20 large companies’ payment disclosures in seven European countries in 2017–2019. The data was extracted as part of eurosfordocs.eu, a novel transparency project that scrapes and integrates publicly available databases and disclosures. Our analysis of EUR 735 million showed marked differences in country payment patterns. For example, payment totals per registered doctor were substantially larger in Spain and lowest in Sweden. There were significant country and company differences in individualized data completeness. Only 19% of totals were reported with recipient names in Germany, compared to Ireland (59%), the United Kingdom (60%), Italy (67%), Switzerland (73%), Sweden (79%) and Spain (100%), with little or no improvement over time. Payment data in Spain was particularly difficult to extract. Thus, in no country did self-regulation generate comprehensive individualized data allowing for building an accurate picture of financial relationships between the industry and healthcare professionals. We conclude that the cultures and policies of countries and companies create structural problems of data inaccessibility and incompleteness within the self-regulatory framework. Therefore, this study supports calls for a Europe-wide “Sunshine Act” to achieve real transparency of drug company payments.

Regulation of Abusive Debt Collection Practices in the EU Member States: An Empirical Account

The article seeks to establish, in a comprehensive manner, if and how abusive debt collection practices are regulated in the respondent EU Member States. Using empirical data gathered from consumer and supervisory agencies as well as debt collection associations in 26 EU Member States, it provides an insight into (a) the existence of a licencing regime for debt collectors; (b) the potential transboundary dimension of debt collection and its implications for the common market; (c) the types of abusive debt-collection practices encountered in the Member States; (d) the efficacy of self-regulation via Codes of Conduct; and (e) the potential traditional remedies available to consumer-debtors. The article concludes that the existence of different national models creates potential issues and discrepancies in the legal status and defences available to consumer-debtors across the EU, which ultimately affects the proper functioning of the single credit servicing market. The advocated solution is that of a harmonized sector-specific regulation of abusive debt collection practices at EU level.

온라인 교양수업에서 대학생의 학업적 자기효능감, 문제해결능력, 자기주도적 학습능력 비교 분석

This study investigated Korean university students" academic self-efficacy, problem solving and self-directed learning abilities by pre & post self-evaluation questionnaires in an online general education class. At the beginning of the class, 261 students participated in the pre-survey and at the end of the class, 230 students participated in the post-survey. Pearson correlation and visualization of a correlation matrix of “corrplot” show that problem solving and self-directed learning abilities are very significantly (p=0) correlated to each other and that self-confidence and self-regulation efficacy in academic self-efficacy are significantly (p<0.05) correlated with both problem solving and self-directed learning abilities. Also, the study results show that the students have slightly improved their abilities in all the three variables at the end of the class: in particular, planning power in problem solving ability and 6 items in academic self-efficacy, e.g., challenging power, connecting old and new knowledges, etc. significantly increased. However, the students still need to increase divergent thinking, information gathering ability and challenge spirit against difficulties. Thus, it is necessary to develop teaching methods which can help students to solve their shortage in online general education classes.

Doing More With Less: Interactive Effects of Cognitive Resources and Mindfulness Training in Coping With Mental Fatigue From Multitasking

To cope with ever-increasing work demands, people often turn to multitasking. Although it is known that multitasking harms objective task performance, we know relatively little about how multitasking influences subjective experience. In this article, we develop hypotheses about the subjective experience of multitasking. Namely, we hypothesize that people multitask more often in the presence of challenge stressors (like workload, responsibility, and time pressure), that multitasking is one of the reasons why challenge stressors produce feelings of mental fatigue, and that multitasking feels especially mentally fatiguing for people with fewer cognitive resources—as people with fewer cognitive resources paradoxically must use particularly resource-demanding self-regulation processes to multitask. Using an experience sampling design, in Study 1 (N = 248 participants; 5,191 responses), we find support for these hypotheses. Given the increasing prevalence of multitasking, we then ask what can be done to reduce its negative consequences. Drawing on recent findings that mindfulness training increases the efficacy of self-regulation, we hypothesize that mindfulness training will compensate for cognitive resources by empowering people with fewer cognitive resources to multitask without feeling mentally fatigued. Pairing experience sampling with a long-term mindfulness training, in Study 2 (N = 114 participants; 1,197 responses), we replicate our initial findings and extend them: multitasking feels mentally fatiguing for people with fewer cognitive resources in the control condition but not in the mindfulness training condition. Taken together, these findings shed new light on the interface of work design, self-regulation, and mental fatigue.

Effects of Pain Reduction by Self-Natural Posture Exercise on Affective Complexity in Women: The Moderating Effect of Self-Regulation.

This study aimed to investigate the effects of pain reduction and self-regulation efficacy on affective complexity in female patients with chronic pain after participation in an exercise therapy program—Self-Natural Posture Exercise (SNPE)—within the theoretical framework of the Dynamic Model of Affect. A 12-week SNPE program (thrice a week, 70 min per session) was conducted with 101 women with chronic pain lasting longer than 6 months. Pre- versus post-SNPE difference in the correlation between positive affect (PA) and negative affect (NA) was examined through Fisher’s z test, and the moderation effect was confirmed through hierarchical regression analysis. Upon completion of the program, participants experienced pain [Mpre = 5.68 (SDpre = 1.96) vs. Mpost = 3.12 (SDpost = 2.16)] and stress reduction [Mpre = 2.92 (SDpre = 0.95) vs. Mpost = 2.62 (SDpost = 0.86)], higher satisfaction with life [Mpre = 4.25 (SDpre = 1.20) vs. Mpost = 4.80 (SDpost = 1.15)], and decreases in the negative correlation between PA and NA (rpre = −0.541 vs. rpost = −0.379). Furthermore, participation in the SNPE program neutralized the impact of PApost on NApost (β = −0.03) in participants with high self-regulation and pain reduction. These results suggest that self-regulation helps to increase SNPE adherence, which would induce pain reduction and restore affective complexity. Based on the strength model of self-control, to increase the pain reduction through exercise therapy, the instructor should ensure that the participants are not being ego depleted.