Emotional Self-efficacy Beliefs Research Articles

The protective role of positivity and emotional self-efficacy beliefs in times of the COVID-19 pandemic

The protective role of positivity and emotional self-efficacy beliefs in times of the COVID-19 pandemic

Daily cortisol variations are predicted proximally by self-efficacy beliefs at work and indirectly by perceived self-regulatory abilities in managing negative emotions

In the present ecological study, we analyzed the relations of a set of self-efficacy beliefs at work to parameters of diurnal cortisol variation. Specifically, using data collected during two consecutive working days from 166 workers, we tested a mediation model positing social and work-related self-efficacy beliefs as mediators of the relations between self-regulatory emotional self-efficacy beliefs in managing negative emotions and cortisol indicators. Results from the multilevel mediation analyses supported the proposed model for work-related self-efficacy, which resulted as a significant mediator of the relation between self-regulatory emotional self-efficacy beliefs in managing negative emotions and the overall cortisol daily production indexed by computing the area under the curve with respect to the ground. Findings suggest the importance of self-efficacy beliefs for workers' physiological adjustment. Theoretical and practical contributions of the findings are discussed.

Beliefs in Regulating Negative Emotions and Vagally Mediated Heart Rate Variability: Does Sex Make a Difference?

This ecological study explored the association between regulatory emotional self-efficacy beliefs in managing negative emotions (RESE-NE) and heart rate variability (HRV), a measure of parasympathetic modulation of the heart that has been positively associated with a better ability to flexibly adjust to a changing environment and regulate emotions. To test these associations, we used data from 161 adults working in relational professions (about 40% men; mean [standard deviation] age = 40.45 [14.17] years) whose HRV was assessed continuously for 24 hours. Individuals high in RESE-NE showed increased HRV levels ( β = -0.05, p = .011). However, this effect was moderated by biological sex ( β = -0.18, p = .0001) such that RESE-NE positively and significantly predicted HRV for men ( β = 0.18, p < .0001) but not for women ( β = -0.001, p = .989). All in all, our study provides initial empirical support for the theoretical expectation derived from social cognitive theory that RESE-NE is positively correlated with a physiological indicator of adaptability to the environmental demands. This was true only for men, likely because of sex differences in physiological stress reactivity and regulation.

Investigating the Role of Academic, Social, and Emotional Self-Efficacy in Online Learning

Despite increased social and emotional challenges in online learning during the COVID-19 pandemic, little attention has been paid to students’ social and emotional self-efficacy beliefs. The present study investigated university students’ (N = 268) academic, social, and emotional self-efficacy beliefs as predictors of their academic achievement, sense of belonging, and well-being in online learning during the pandemic. We first evaluated the factor structure of the three types of self-efficacy. Results revealed that academic, social, and emotional self-efficacy beliefs were related yet distinct constructs. In the path model, gains in academic self-efficacy positively predicted students’ academic achievement, whereas social self-efficacy and emotional self-efficacy positively predicted students’ sense of belonging and well-being, respectively. In addition, students’ mastery experience emerged as a significant predictor of longitudinal changes in academic self-efficacy.

Regulatory emotional self-efficacy beliefs matter for (mal)adjustment: A meta-analysis

Regulatory emotional self-efficacy beliefs matter for (mal)adjustment: A meta-analysis

Childcare Providers and COVID-19: The Role of Regulatory Emotional Self-Efficacy in Sustaining Subjective Well-Being

ABSTRACT Research Findings: During the COVID-19 pandemic, the education system faced unprecedented challenges, including global school closures, the cancellation of face-to-face teaching, and ultimately school step-wise or partial reopening. Childcare providers have faced additional significant stressors from the beginning of the outbreak. The present study aimed at investigating the effect of childcare providers’ regulatory emotional self-efficacy on their subjective well-being (i.e. positive and negative affect), including indirectly through a reduction in stress during the first COVID-19 lockdown in Italy. Three hundred and sixty-four childcare providers at daycares and preschools in Italy participated in the study by completing an online survey. A structural equation model revealed an indirect effect between self-efficacy beliefs in the management of negative emotions and negative affect, via stress. More specifically, childcare providers with high self-efficacy beliefs in the management of negative emotions experienced less negative affect, alongside lower levels of stress. Practice or Policy: The findings suggest the crucial role played by childcare providers’ regulatory emotional self-efficacy beliefs in protecting their subjective well-being during the COVID-19 outbreak. The practical implications of the study are discussed.

Exploring the Protective Function of Positivity and Regulatory Emotional Self-Efficacy in Time of Pandemic COVID-19.

Despite several empirical studies on the 2019 coronavirus disease (COVID-19) pandemic that have highlighted its detrimental effect on individuals’ mental health, the identification of psychological factors that may moderate its impact on individuals’ behavior and well-being remains partly unexplored. The present study was conceived to examine the mediation role of regulatory emotional self-efficacy in the relationship between positivity and anxiety, depression, and perceived self-efficacy in complying with the containment measures to contrast the COVID-19 spread. Furthermore, the moderation role of age was tested. A sample of 1258 participants (64.2% women; Mage = 42.09, SD = 13.62) enrolled from the Italian general population answered an online survey aimed at investigating the role of individual differences in facing the COVID-19 pandemic. We opted for a snowball recruiting procedure to find participants. The online survey was disseminated through email invitation and using social media platforms (i.e., Facebook, Instagram). A multi-group path analysis model was performed using Mplus 8.4 to explore the hypothesized relations among variables. The following criteria were employed to evaluate the goodness of fit: χ2 likelihood ratio statistic, CFI and TLI > 0.95, RMSEA < 0.06 and SRMR < 0.08. The findings corroborated the protective role of both positivity and regulatory emotional self-efficacy in reducing individuals’ anxiety and depressive symptoms, as well as in fostering individuals’ capabilities in complying with the containment measures imposed by the government to reduce the risk of illness and to contain the spread of the virus COVID-19. Specifically, regulatory emotional self-efficacy beliefs partially mediated the relations between positivity and anxiety and depressive symptoms and fully mediated the effect of positivity on perceived self-efficacy beliefs in complying with the containment measures. These paths were equal across ages. The results of the present study appear relevant to implementing psychological interventions aimed to reduce the deleterious effects of the COVID-19 pandemic on mental health through the promotion of individuals’ optimistic orientation and emotion regulation.

Cybervictimization and well-being among adolescents during the COVID-19 pandemic: The mediating roles of emotional self-efficacy and emotion regulation

Cybervictimization has been linked to adverse psychological consequences but little is known about the mechanisms linking cybervictimization to lower well-being. We conducted two studies to examine emotional self-efficacy and distinct emotion regulation strategies as potential mediators in the relationship between cybervictimization and lower well-being among German adolescents during the school closures due to the COVID-19 pandemic in early 2020. In Study 1, 107 adolescents (Mage = 15.76) reported their cybervictimization frequency, emotional self-efficacy beliefs, and aspects of well-being (i.e., self-esteem, perceived social support, and subjective well-being during the COVID-19 related school closures). Emotional self-efficacy mediated the link between cybervictimization and all well-being measures. Specifically, cybervictimization was related to lower well-being through lower self-efficacy for managing negative emotions. For further examination, in Study 2, 205 adolescents (Mage = 15.45) were asked to report their cybervictimization experiences, use of specific emotion regulation strategies (rumination, reappraisal, and suppression), and well-being (i.e., self-esteem and life satisfaction). Cybervictimization was related to lower well-being through more rumination, but not through reappraisal or suppression. Taken together, our findings suggest that cybervictims may have lower emotional self-efficacy beliefs and engage in more rumination, a maladaptive emotion regulation strategy. These deficits in adolescents’ beliefs and capabilities for effectively managing negative emotions may be accountable for the adverse psychological consequences of cybervictimization. Notably, exploratory analyses suggest that cybervictimization frequency did not increase among adolescents during the lockdown (e.g., homeschooling, social distancing) due to the COVID-19 pandemic.

Development and validation of the e-Work Self-Efficacy Scale to assess digital competencies in remote working

The COVID-19 pandemic accelerated the adoption of remote working practices worldwide. This has focussed attention on the need to identify the competencies employers and employees should train and develop to build digital resilience, enabling the benefits of remote working to be realised while mitigating potential risks. This contribution presents a multifaceted e-Work Self-Efficacy Scale, which supports a recently developed Digital Resilience Competency Framework (DRCF), assessing e-skills, trust building, self-care, remote social skills, and remote emotional self-efficacy beliefs. Data from 670 non-managerial employees (54.0% males) from a telecommunications company based in the Czech Republic were analysed, providing support for a bi-factor model. Latent Profile Analysis identified three clusters, characterised by different profiles: the Well-adjusted (with a reasonably good balance in engagement, satisfaction, and productivity), the Unhealthily dedicated (suffering some difficulties in setting boundaries), and the Distrustful self-shielding (the most compromised) remote workers. The results reinforce the importance of focusing on digital resilience competencies to promote sustainable, productive, engaging and healthy remote working. The e-Work Self-Efficacy Scale is a practical and effective organisational tool for managers and employees to use to assess and build digital resilience and sits alongside the Digital Resilience Competency Framework.

Emotional intelligence and self-efficacy among the prime stakeholders in special education: a case of Saudi Arabia

Teachers, students, and parents of special children from selected schools in Saudi Arabia's Northern Border region took part in the study to provide data on their levels of emotional intelligence and self-efficacy beliefs in order to demonstrate their readiness to perform as per the set standards for their roles in the teaching and learning process of special/gifted learners. A sample of students (n=50) and teachers (n=24) from primary, middle and high schools responded to the study instruments on emotional intelligence and self-efficacy; parents (n=30) also participated in the study. Gender and educational status are the variables considered for parents, teachers and students. The results indicate a significant relation between the EI and SE among all the study groups in terms of gender and their educational status. Male teachers and parents have higher EI and SE than their female counterparts; higher EI has also been linked to higher SE. Uneducated parents register lower EI and SE than the educated ones. Similarly, male teachers have higher EI and SE than female teachers; high school teachers have higher EI and SE than primary and middle school teachers. Similarly, students too have reflected similar patterns.

Emotional Efficacy Beliefs at Work and Turnover Intentions: The Mediational Role of Organizational Socialization and Identification

In this study we investigated whether regulatory emotional self-efficacy beliefs (RESE) indirectly predict turnover intentions (TI) through organizational socialization (OS) and organizational identification (OI). Three waves of data (1-year lag) were collected on a representative sample of 890 military newcomers belonging to two different cohorts. We tested our hypotheses using a multigroup autoregressive cross-lagged panel model (MG-ACLP) and results fully confirmed the posited theoretical model. Regulatory emotional self-efficacy beliefs reduced intentions to quit indirectly, via organizational socialization and identification. The present study contributes to fill several literature gaps by offering a complete picture of the socialization process. Moreover, it offers insights about how to support the military newcomers’ work adjustment and retention by fostering and developing their regulatory emotional self-efficacy beliefs. Limitations as well as directions for future research are discussed.

Adolescents’ regulatory emotional self-efficacy beliefs and daily affect intensity

Self-efficacy beliefs in emotion regulation were shown to foster well-being and psychosocial adaptation over time. In this study, we investigated their relationship with daily affect intensity among 199 adolescents aged 15–19. Participants completed the Regulatory Emotional Self-Efficacy Scale measuring perceived capability to manage the experience and expression of negative emotions (SE-NE) and positive emotions (SE-PO). Through Experience Sampling Method, for 1 week they also repeatedly rated their positive affect (happiness and contentment) and negative affect (anger, anxiety, sadness). Multilevel regression models revealed an additive intensifying predictive effect of SE-PO and SE-NE on happiness and contentment, and a single direct negative effect of SE-NE on sadness. Models also highlighted an interactive effect of SE-PO and SE-NE on all negative affect variables, such that only at low SE-PO levels did high SE-NE predict lower negative affect. Findings support the relation between adolescents’ regulatory emotional self-efficacy beliefs and their daily affect intensity, bringing forward suggestions for intervention.

The Stability of Individual Well-Being in Short Windows of Time: Women's Perceptions across the Ovulatory Cycle.

Empirical research on well-being has rapidly increased in recent years. One of the most dominant issue concerns the degree of cross-situational consistency and stability of well-being across time, and this is of particular relevance to women life. The aim of this study was to verify the stability of women well-being in short windows of time, specifically across menstrual cycle phases. A within-subject design with 25 normally cycling women (range: 19–26 years) was carried out. The multidimensional assessment of well-being included the administration of psychological well-being, self-esteem, and emotional self-efficacy beliefs questionnaires during both high and low-fertility phases. The results showed the stability of the level of individual well-being across menstrual cycle phases. Albeit preliminary, results indicated that women representations of their well-being do not change according to menstrual cycle. Rather, an effective organization and integration of the entire self-system appears sustained by the stability of well-being measured through a multi-componential assessment over short periods of time.

An Investigation Regarding the Preservice Teachers’ Emotional Literacy Levels and Self-Efficacy Beliefs

Self-efficacy beliefs and emotional literacy skills are considered as one of the most fundamental characteristics of teachers to create positive effects on students. The aim of this study is to investigate the relationship between preservice teachers’ self-efficacy beliefs and their emotional literacy levels. This study is designed as a relational survey model research. Study group consisted of 318 volunteer preservice teachers who are fourth graders at education faculty in a state university in the West of Turkey, in 2015-2016 academic year. Teacher Efficacy Scale, Emotional Literacy Scale and Personal Information Form were used to collect data. The results of this study are that according to the gender, there is a significant difference in favor of female preservice teachers in social competence subscale and total score of emotional literacy scale; according to the departments preservice teachers are educated, there is a significant difference in emotional awareness and emotional self-efficacy subscales of emotional literacy scale; on the basis of the gender, preservice teachers’ self-efficacy levels differ significantly in favor of female preservice teachers in teaching competency/external factors subscale and total score of the scale; according to the departments preservice teachers are educated, there is a significant difference in preservice teachers’ self-efficacy levels in teaching competency/external factors subscale; and finally there is a positive relationship between preservice teachers’ emotional literacy levels and their self-efficacy belief levels.

EMOTIONAL INTELLIGENCE AND SELFEFFICACY BELIEFS BETWEEN PRESERVICE AND IN-SERVICE TEACHERS

This study assessed the emotional intelligence and selfefficacy beliefs of in-service and pre-service teachers. It was hypothesized that gender effects self-efficacy and emotional intelligence among in-service and pre-service teachers. The sample consisted of 372 participants from two public universities and four public schools. Data were collected by using the Assessing Emotions Scale (Schutte, Malouff & Bhullar, 2009) and the Teacher Self-Efficacy Scale (Woolfolk & Hoy, 1990). Reliability for AES and TSES was found to be .87 and .72 respectively. Data were analyzed using a t test of independent samples and a one-way- Analysis of variance (ANOVA). Results showed that significant differences were found on four subscales of emotional intelligence and two subscales of teacher selfefficacy with demographic variables (qualification, teaching status, teaching experience). Future research implications are proposed to revive curricula to strengthen teacher education programs that incorporate the theories of emotional intelligence and teacher selfefficacy beliefs.

University students' interpersonal cognitive distortions, psychological resilience, and emotional self-efficacy according to sex and gender roles

The purpose of this study is to examine the relationships between college students' level of cognitive distortions, resilience and emotional self-efficacy. In addition, how sex and gender roles affect interpersonal cognitive distortions, emotional self-efficacy beliefs and endurance is examined. This study was conducted with 346 university students. In this study, Interpersonal Cognitive Distortions Scale, Resilience Scale III-R, Self-Efficacy Scale, and Sex Role Inventory were administered to the participants. The results indicated that there was a negative correlation between interpersonal cognitive distortions, self-efficacy and psychological resilience. On the other hand, there was a positive correlation between psychological resilience and self-efficacy. Significant differences were found between gender roles and interpersonal cognitive distortions. In line with this, significant differences were found between gender roles and psychological resilience. However, there was no significant relation between sex and interpersonal cognitive distortions. Furthermore, the correlation between sex and psychological resilience is not significant. Additionally, self-efficacy and sex has no a significant relation, but has a significant relation with gender roles. Lastly, there was a significant relation between interpersonal cognitive distortions and gender roles.

The Relation Between Cognitive Flexibility and Academic, Social and Emotional Self-Efficacy Beliefs Among Adolescents

The aim of this study is to examine the relation between cognitive flexibility and the academic, social, and emotional self-efficacy beliefs of adolescents. For this purpose, data was collected from 270 high school student adolescents (163 female, 107 male, Xage=16.00, ss=1.11). The cognitive flexibility scale and the adolescent self-efficacy expectation scale were used. According to the first finding obtained, while the cognitive flexibility, academic self-efficacy, and social self-efficacy beliefs did not differentiate according to sex, the emotional self-efficacy scores differentiated in favour of males. Second, significant relations in positive terms were obtained between cognitive flexibility and academic, social, and emotional self-efficacy beliefs. Lastly, emotional and social self-efficacy beliefs were found to predict cognitive flexibility scores in a significant way.

Reciprocal Relations Between Emotional Self-Efficacy Beliefs and Ego-Resiliency Across Time.

The present study examined the longitudinal relations of adolescents' self-reported ego-resiliency to their emotional self-efficacy beliefs in expressing positive emotions and in managing negative emotions as they moved into early adulthood. Participants were 239 females and 211 males with a mean age of 17 years (SD = .80) at T1, 19 years (SD = .80) at T2, 21 years (SD = .82) at T3, and 25 years (SD = .80) at T4. A four-wave cross-lagged regression model and mediational analyses were used. In a panel structural equation model controlling for the stability of the constructs, reciprocal relationships across time were found between ego-resiliency and emotional self-efficacy beliefs related to the expression of positive emotions and to the management of negative emotions. Moreover, the relation between ego-resiliency assessed at T1 and T3, and ego-resiliency assessed at T2 and T4, was mediated through emotional self-efficacy beliefs (at T2 and T3, respectively), and vice versa. The posited conceptual model accounted for a significant portion of variance in ego-resiliency and has implications for understanding the development of ego-resiliency.

Assessment of Regulatory Emotional Self-Efficacy Beliefs

In the present article, we present a review of the current status of the art with regard to the construct of regulatory emotional self-efficacy beliefs. We start with the definition of the psychological construct of regulatory emotional self-efficacy beliefs, presenting its theoretical status within the broader theory of self-efficacy, in the social-cognitive theory. Then, we offer a broad perspective on the evaluation of the construct, by introducing the Regulatory Emotional Self-Efficacy (RESE) scale. This instrument assesses two broad factors, self-efficacy in managing negative emotions (NEG) and self-efficacy beliefs in expressing positive emotions (POS). We review studies attesting to the reliability of the instrument and reporting gender differences in NEG and POS self-efficacy beliefs. Developmental trajectories of POS and NEG self-efficacy beliefs are also presented, and their pervasiveness is demonstrated with reference to results of several empirical studies. We also discuss differences between regulatory emotional self-efficacy beliefs and constructs classically associated to self-regulation. A critical evaluation of the field of research on regulatory emotional self-efficacy beliefs and suggestions on how to move the field forward is offered.

English

The purpose of this study was to examine public second cycle primary school English as Foreign Language (EFL) teachers’ level of emotional intelligence (EI) and self-efficacy beliefs and the relationship between the two constructs. Forty- three randomly selected EFL teachers were taken as a sample of the study. To generate data and answer the research questions, the researcher adapted two questionnaires – EFL teachers’ EI and self- efficacy beliefs - from two separate sources and the instruments were checked for their reliability and validity. Data generated through the administration of the questionnaires were analyzed by using one sample t-test and Pearson Product Moment Correlation Coefficient. The results of the study indicated that EFL teachers’ EI and self-efficacy beliefs were found low as the observed means trailed far behind from the expected means in all the major categories of the two constructs. However, significant and strong relationship was found between EFL teachers’ EI and sense of self-efficacy beliefs. Following the shift in orientation from teacher-centered to student-centered curriculum which underpins the application of communicative-based English textbooks, the two constructs are suggested to be incorporated both in EFL teacher preparation and professional development programs so as to address both cognitive and affective side of the target language learning and teaching. Key words: Emotional intelligence, self-efficacy, EFL teachers.