General Self-efficacy Beliefs Research Articles

Social Exclusion Effect on Self-Efficacy.

Research and theory indicate that self-efficacy can be influenced by factors related to persuasion, experiences of success, and emotional states. These factors can include situations that challenge people's beliefs about their abilities. Social exclusion is associated with deprivation of the need for control, low self-control, and low self-esteem. This study examined whether social exclusion might affect general self-efficacy beliefs. It was predicted that self-efficacy would be lower in the exclusion condition than in the inclusion condition and that satisfaction of the need for control and belonging would mediate the exclusion effect on self-efficacy. Feelings of control and belonging were manipulated using a Cyberball game in which participants were excluded or included in the online ball-tossing game. The results confirmed the hypotheses. Self-efficacy, belonging, and control were lower in ostracism than in the inclusion condition. Control and belonging were positively related to self-efficacy and mediated the effect of ostracism on self-efficacy. Research suggests that creating an environment that satisfies control and relatedness needs may foster self-efficacy and that each need is important.

Assessing internship learning performance and its predictors: moderation of learning climate

PurposeThis research aims to elucidate the complex relationships among internship learning performance, problem-solving efficacy, and their determinants by simultaneously examining a key variable that may moderate these relationships.Design/methodology/approachThis study carried out its empirical examination by surveying graduate students at a prestigious university in Taiwan. The investigation selected two programs from the College of Management and another two from the College of Engineering within the university through a random sampling approach. The selection of research participants from the domains of management and engineering is well-suited to this study’s objectives, given the pronounced prevalence of internships in these fields. Of the 280 questionnaires, 234 usable questionnaires were finally collected for a response rate of 83.57%.FindingsThe findings of this study show that learning goal orientation and communication skill learning both represent critical motivations that directly dominate the growth of problem-solving efficacy to ultimately boost learning performance. At the same time, the positive moderation of learning climate suggests the learning climate as an accelerator for learning autonomy that boosts interns’ problem-solving efficacy more strongly.Originality/valueThis study presents an expansion of the social learning theory’s conventional focus on general self-efficacy beliefs by delving into the realm of internships as a unique research context to explore problem-solving efficacy as a distinct facet of self-efficacy. Within this context, the study integrates the mediating role of problem-solving efficacy into the learning dynamics of internships, where interns engage in both learning goal orientation and communication skill learning. By concentrating on the internship setting within the workplace, this study effectively bridges the domains of management education and vocational psychology, extending insights beyond the classroom to comprehensively grasp the impact of learning goal orientation and communication skill learning.

Relations Between Mathematics Self-Efficacy and Anxiety Beliefs: When Multicollinearity Matters

This article reports on an investigation among 156 upper secondary students who self-evaluated their general mathematics self-efficacy and anxiety beliefs. After minimizing the influence of extreme multicollinearity, an exploratory factor analysis revealed a clear four-factor pattern. Two of the factors were interpreted as self-concept-like factors; one representing student’s overall confidence in mathematics labeled mathematics self-concept, and the other labeled generalized mathematics self-efficacy, concerned with student’s future-oriented perception of their competence in mathematics. The other two factors are students’ anxiety when they give wrong answers in mathematics class (in-class anxiety), and students’ anxiety and stress when they must do mathematics homework (assignment anxiety). Although no gender differences were found in previous mathematics achievement, the analyses indicated that all latent factors differed between genders. However, further analyses of logistic mixed models with all latent factors and prior mathematics achievement as predictors revealed that reported in-class anxiety was the primary discriminating factor between male and female students.

Strengths of English Self-Efficacy Beliefs among Arabic-Native-Speaker University Students whose Language of Instruction is English

Worldwide, the concept of self-efficacy beliefs has been investigated abundantly and found to positively affect the outcomes of university students in most subject areas including English. The existing literature yet suggests that the self-efficacy beliefs of Saudi university students to pursue their higher education using the English language in Saudi Arabia have not been investigated. 
 The present study aimed to assess the strengths of students’ self-efficacy beliefs to complete their higher education in English, to assess the degree of relationship between self-efficacy beliefs for writing, listening, and speaking English, and to compare male students and their female counterparts on the listed variables. Descriptive, t-test, and multiple linear regression analyses were utilized to inspect the data and answer the research questions. 
 The self-efficacy beliefs of participants were deemed strong. The correlation between general self-efficacy beliefs and writing self-efficacy was significant. The correlation between general self-efficacy and self-efficacy for listening was also significant. The multiple regression analyses showed a statistically significant effect of self-efficacy beliefs for writing and self-efficacy beliefs for listening on general self-efficacy beliefs. Results of the independent sample t-test suggested one statistically significant difference between male and female students on the self-efficacy beliefs for writing.
 Limitations were stated, and recommendations were made for future replications of the study.

Tying leaders' identity work and executive coaching research together: an overview of systematic reviews and agenda for research

PurposeDespite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.Design/methodology/approachTo do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.FindingsAmongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.Originality/valueThis study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.

Influence of self-efficiency beliefs on the health and well-being of university students in COVID-19.

To analyze general self-efficacy beliefs in university students during the COVID-19 pandemic and their correlation with psychological well-being and anxiety and depressive symptoms. Cross-sectional study, carried out with nursing, medicine and psychology students from a higher education institution in the state of São Paulo, Brazil. The sample consisted of 329 students and data collection took place through a questionnaire and scales, from August to December 2020. Mann-Whitney test and Spearman's correlation coefficient were used for analysis of the variables. Participants' self-efficacy was median (34.3±7.5). Higher self-efficacy scores were correlated with better psychological well-being (p<0.001; r= -0.582) and absence of anxiety (p<0.001) and depressive (p<0.001) symptoms. High self-efficacy beliefs were associated with better mental health outcomes. Strengthening self-efficacy in universities can help improve students' health behaviors and prevent mental illness.

Interventions for Strengthening General Self-Efficacy Beliefs in College Students: An Integrative Review

RESUMO Objetivo: Avaliar as evidências sobre a efetividade das intervenções para fortalecer as crenças de autoeficácia em universitários. Métodos: Revisão Integrativa, realizada nas bases de dados Lilacs, PubMed, CinahL, Cochrane Collaboration Databases, Scopus e PsycInfo. A qualidade metodológica dos estudos foi avaliada por meio de ferramentas propostas pelo Joanna Briggs Institute e os resultados foram analisados de forma descritiva. Resultados: Dos 10 estudos selecionados, seis demonstraram que as intervenções para fortalecer a autoeficácia foram efetivas (níveis de evidências II e III) e quatro revelaram resultados contrários (níveis de evidências I e II). Os programas direcionados ao fortalecimento da autoeficácia devem possuir conteúdo sobre saúde mental positiva, estratégias de psicoeducação, abranger o período de oito a doze semanas e considerar a realização de exercícios para casa. Conclusão: A síntese das evidências apontou caminhos para a construção de um programa efetivo de fortalecimento das crenças de autoeficácia a ser implementado em universidades.

Effects of an Online Meditation Course on Quality of Life and Positive Emotions: A Prospective Observational Study (EXPANSION Study).

Background: Several meditation interventions showed positive effects on physical and mental health. The aim of this study is a first evaluation of the (within-group) effects of a 21-day online meditation course of the "expansion method." Methods: For this exploratory observational study, parameters were assessed at baseline, at 1 month, and at a 3-month follow-up. Exploratory endpoints were health-related quality of life (PROMIS Preference Score), global health (PROMIS) with the subscales physical and mental health, stress perception (Perceived Stress Scale), positive and negative affect regulation (Positive and Negative Affect Schedule), flourishing (Flourishing Scale), self-efficacy (Short Scale for Measuring General Self-Efficacy Beliefs), gratitude and awe (Gratitude and Awe Questionnaire), resilience (Connor-Davidson Resilience Scale), spirituality (Aspects of Spirituality), and mysticism (Mysticism Scale) on validated inventories. In addition, self-constructed questions (NRS) assessed health status, lifestyle, and concept evaluation. Results: Data from 359 participants were included in this study (response rate: 68% at 1 month, 46% at 3 months). The main analysis was based on the complete cases at 1 month (n = 244 participants; 84% female; 51 ± 11 years; 89% German). Medium effect sizes were found for mental health (p < 0.0001; d = 0.6), flourishing (p < 0.0001; d = 0.63), and negative affect (p < 0.0001; d = 0.68) at 1 month. Small effect sizes were obtained for physical health, stress, positive affect, self-efficacy, spirituality, and mysticism at 3 months. In a sensitivity analysis, the strongest effects at 1 month were found in the subgroup that completed per-protocol (n = 140), followed by those with complete data at all time points (n = 159). Effects were lowest in the intention-to-treat analysis (n = 359). The content of the course was positively evaluated by the participants. Conclusions: The online meditation course based on the expansion method had potentially beneficial effects, especially on mental health parameters. Based on the feasibility results, further research using randomized controlled designs is warranted. Clinical Trial Registration: NCT04950543.

The Relationship between School Administrators' General Self-Efficacy Beliefs and Their Leadership Styles and Their Talent Management Skills

Bu araştırmanın amacı kamu okullarında görev yapan okul yöneticilerinin genel öz yeterlik inançları ile sahip oldukları liderlik stillerinin, onların yetenek yönetimi becerileri ile arasında anlamlı bir ilişki olup olmadığını ve onların yetenek yönetimi becerilerini yordayıp yordamadığını ortaya koymaya çalışmaktır. Araştırmada nicel araştırma yöntemlerinden biri olan ilişkisel tarama modeli ile çalışılmıştır. Araştırmanın evrenini 2018–2019 öğretim yılında Mersin ili merkez ilçelerinde bulunan okul yöneticileri oluşturmaktadır. Çalışma evreninden oransız eleman örnekleme yoluyla seçilmiştir. Verilerin toplanmasında Genel Yetkinlik İnancı Ölçeği (Çapri ve Çelikkaleli, 1992), Liderlik Tarzı Davranış Ölçeği (Taş, Çelik ve Tomul, 2007) ve Eğitim Örgütlerinde Yetenek Yönetimi Ölçeği (Tabancalı, Şimşek ve Korumaz, 2017) kullanılmıştır. Bulgulara göre, okul yöneticilerinin genel öz yeterlik inançları ve demokratik liderlik stilleri ile yetenek yönetimi arasında pozitif yönde anlamlı bir ilişki vardır. Okul yöneticilerinin öz yeterlik algıları ve demokratik liderlik stilleri yetenek yönetimini pozitif yönde yordamaktadır. Okul yöneticilerinin otokratik liderlik stilleri ile yetenek yönetimi arasında anlamlı bir ilişki yoktur.

The mediating role of general self-efficacy in the relationship between metacognition and academic success of university students

The objective of this study was to investigate the relationships between metacognition, general self-efficacy, and academic success among university students, and to examine the mediating role of general self-efficacy in these relationships. The study used a correlational research design and 360 university students participated by completing the Demographic Information Form, General Self-Efficacy Scale, and Metacognition Scale-30. Pearson correlation coefficients were used to analyze the relationships between variables, while structural equation modeling was employed to test the mediating role of general self-efficacy. The findings showed that there were positive associations between academic success and both metacognition and general self-efficacy. Furthermore, general self-efficacy was found to partially mediate the relationship between metacognition and academic success. The results suggested that supporting students' general self-efficacy beliefs could lead to increased metacognitive awareness and improved academic success. The implications of these findings were discussed in terms of higher education policies. In summary, the study highlights the importance of metacognition and general self-efficacy for academic success among university students and underscores the need for interventions that aim to enhance these factors

Does the same teacher’s attitude fit all students? Uncovering student-specific variance of teachers’ attitudes towards all of their students

ABSTRACT In this study, inter- and intra-individual differences of teachers’ attitudes towards their students are investigated. Thirty-two teachers from inclusive primary school classes from Austria participated in the survey. Teachers filled out the ATIS scale for each of their students (N = 473 students; 55 students with SEN). The results of multilevel analyses indicate a high student-specific variance of teachers’ attitudes towards their students. Predictors of teachers’ attitudes towards students were only found at the student level (students’ migrant background and behavioural problems), not at the teacher level (teaching experience, teachers’ general attitudes towards inclusion and teachers’ general self-efficacy beliefs).

The Relationship Between Faculty Members’ Organizational Support Perceptions and Personal Growth Initiative Levels, The Mediating Role of General Self-Efficacy

The aims of this study were to investigate the relationship between organizational support perceptions and personal growth initiative levels of the faculty members working in Turkey and to examine the effect of self-efficacy perceptions in this relationship. The study was designed as a relational survey model. 346 faculty members from public universities in Turkey comprised the participants. The data was collected with General Self-Efficacy Scale (GSES), Perceived Organizational Support Scale (POSS), Personal Growth Initiative Scale-II (PGIS-II). Descriptive analyses and structural equation modeling (SEM) was applied to examine the structural relations among the variables. It was observed that faculty members’ organizational support perceptions had a significant direct effect on their personal growth initiative levels; organizational support perceptions had a significant effect on general self-efficacy beliefs; and the effect of general self-efficacy beliefs on personal growth initiative levels was significant. It was evidenced that faculty members’ self-efficacy beliefs fully mediated the relationship between perceived organizational support and personal growth initiative levels. These results are in line with the principles of Organizational Support Theory and Social Cognitive Theory. More research explaining the effect of organizational factors on self-efficacy and personal growth initiative is needed.

Perfis de ajustamento psicossocial de estudantes do 6º ano do Ensino Fundamental: uma análise baseada em Clusters

Abstract Based on the resilience theory, this study aimed to analyze different psychosocial adjustment profiles of Elementary School 6th graders, considering risk factors (school stressors and daily discrimination), protection (social skills, family support, and school climate) and adjustment indicators (general and academic self-efficacy beliefs). A total of 448 students (between 10 and 17 years old) from public schools in the state of Rio de Janeiro (Brazil) participated. Through cluster analysis, two profiles were identified: resilient, with high levels of risk indicators and good adjustment; and vulnerable, with high levels of risk and low adjustment. The results indicated that the protective factors do not neutralize the stressful psychophysiological phenomena associated with the transition, but they mitigate the impact of the risk, increasing the coping capacity in the new context, promoting students’ resilience.

The Relationship between Elderly Happiness and Self-Efficacy in the Elderly with Chronic Disease Residing in a Nursing Home, Tabriz, 2020

Background and Objectives: One of the factors affecting healthy behaviors in the elderly is self-efficacy and happiness will lead to success and health; therefore, the aim of this study was to determine the relationship between elderly happiness and self-efficacy in the elderly with chronic diseases. Methods: A descriptive-analytical study was conducted among 132 elderly people aged 60 years and older living in a nursing home in Tabriz, IRAN (2010) that the sampling method was accessible and easy. Data were collected using Demographic Information Questionnaire and Oxford Happiness Questionnaire, General Self-Efficacy Beliefs Scale and analyzed by SPSS v. 18 software Results: There was a significant relationship between happiness and marriage in the elderly (P=0.02) and between the self-efficacy score of the elderly with gender (P=0.02) and job (P=0.03) in order to have enough money to meet their needs (P‌=‌0.008). According to regression analysis, there was a statistical relationship between self-efficacy of the elderly with education and marriage (P=0.04). According to the positive correlation coefficient, with increasing Happiness, self-efficacy of the elderly also increases. Conclusion: Increasing the happiness of the elderly will improve their performance in better management of treatment through appropriate self-efficacy.

The Role of Representations in the Understanding of Mathematical Concepts in Higher Education: The case of Function for Economics Students

There are numerous studies about the teaching and learning of mathematics at different educational levels. In the case of higher education most studies were conducted at pedagogical departments for prospective teachers and mathematical departments. The present study concentrates on university students who attend a course on mathematics as part of a program at the Faculty of Economics and Management. It examines aspects of students’ affective and cognitive behavior in solving representation tasks concerning their understanding of exponential and logarithmic functions. Results confirmed the existence of a comprehensive model with significant interrelations among general beliefs, self-efficacy beliefs and cognitive behaviour about the use of representations in general and, in the case of the specific concept. Regression analysis indicated the predominant role the self-efficacy beliefs play in the use of representations in defining the concept of function and solving recognition and translation tasks. Implications about the teaching of mathematics in higher education are discussed.

Satisfaction with job and life and remote work in the COVID-19 pandemic: the role of perceived stress, self-efficacy and self-esteem.

The aim of the study was to assess the relationship between performing remote work during the COVID-19 pandemic and the level of job and life satisfaction, as well as the assumed, intermediary role of the level of perceived stress and such resources as self-efficacy and self-esteem. The study, implemented with the use of an internet application, included 283 employees. Data were gathered using a job and life satisfaction scale, the Short Scale for Measuring General Self-Efficacy Beliefs, the Rosenberg Self-Esteem Scale, Perceived Stress Scale PSS-4 and a demographic information form. The results showed the existence of a relationship between performing remote work during the COVID-19 pandemic and job and life satisfaction, and that the level of perceived stress, self-efficiency and self-esteem plays an intermediary role in this relationship. Remote working is associated with life and job satisfaction, and this relationship is mediated by levels of experienced stress, self-efficacy and self-esteem. Findings indicate that remote working is associated with higher levels of job and work satisfaction. This relationship is mediated by levels of perceived stress, self-efficacy and self-esteem.

Dysfunctional Parenting Styles Are Associated with Mental Disorders and Low Self-Efficacy Beliefs in Brazilian Undergraduate Medical Students.

Objective To investigate the association between parental bonding styles and anxiety, depression, suicidal ideation, and self-efficacy beliefs in undergraduate medical students. Methods A cross-sectional, self-administered survey involving 315 Brazilian medical students was conducted online. The Parental Bonding Instrument (PBI), the Generalized Anxiety Disorder-7 (GAD-7) scale, the 9-item Patient Health Questionnaire (PHQ-9), the Suicidal Behaviors Questionnaire-Revised (SBQ-R), and the general self-efficacy (GSE) scale were used. The internal consistency of the instruments used in the study was analyzed using Cronbach's alpha. Multiple logistic regression models were applied, and the odds ratios (OR) and respective 95% confidence intervals (CI) were calculated to determine the association between parental bonding styles and anxiety, depression, suicidal ideation, and general self-efficacy beliefs. Results In the analysis adjusted for sociodemographic variables, maternal affectionless control was associated with a greater risk of anxiety (OR = 2.48; 95% CI: 1.15-5.33), depression (OR = 7.54; 95% CI: 3.20-17.78), suicidal ideation (OR = 3.62; 95% CI: 1.58-8.27), and low self-efficacy (OR = 3.81; 95% CI: 1.76-8.25), while maternal neglectful parenting was associated with depression (OR = 3.24; 95% CI: 1.17-8.96) and paternal affectionate constraint with suicidal ideation (OR = 3.09; 95% CI: 1.36-7.02). Conclusions These findings showed dysfunctional parenting styles to be associated with mental illnesses and low self-efficacy in Brazilian undergraduate medical students. This should be taken into consideration when treating medical students with mental disorders.

Assessing the Effect of General Self-efficacy on Academic Achievement Using Path Analysis: A Preliminary Study

Although self-efficacy is a construct born originally out of and into the field of psychology, its importance and relevance extend de facto outside its original field of research to span multiple closely related disciplines including, but in no way limited to, applied linguistics and educational psychology mainly for its demonstrably strong association to a vast range of language-related educational phenomena. In the present study, we set out to examine, by means of the Spearman correlational test and through the construction of a direct effect model, the relationship between general self-efficacy beliefs and academic achievement. For this, we used responses of one hundred and thirty-eight (N = 138) EFL students of undergraduate and graduate levels from numerous universities across different regions in Morocco. Findings show a very moderate significant correlation between self-efficacy and academic achievement as measured by GPA. Further, a constructed direct-effect path model showed a significant positive impact of self-efficacy on academic achievement, substantiating further the existing link between the two constructs. In addition, a gender-based comparison in terms of self-efficacy using an independent sample t-test revealed that females reported higher self-efficacy beliefs than their male counterparts. Finally, we conclude with a summary of the study and some recommendations for future research.

Influence of ballroom dancing on fatigue, body image, self-efficacy, and endurance of cancer patients and their partners

Physical activity has a high importance for cancer patients. The present study aimed to evaluate the influence of ballroom dancing on fatigue, body image, self-efficacy, and functional exercise capacity for patients with cancer. We collected data among participants of a regular dance training program for cancer patients with a questionnaire including the Body Image Scale (BIS), Brief Fatigue inventory (BFI), Short Scale for Measuring General Self-efficacy Beliefs (ASKU), and the 6-min walking test (6-MWT). 66 participants took part in the study, and among them, 39 participants also engaged in the 6-MWT: dance experience and the weeks of dance training were significantly associated with a higher walking distance in the 6-MWT. Participants with dance experience showed higher self-efficacy scores than participants without. Participants rated the influence of dancing on partnership positively. However, the dance training had no significant effects on fatigue or body image. Ballroom dancing may improve functional exercise capacity, and dance experience may be associated with a high self-efficacy and active lifestyle, which can be beneficial for cancer patients during and after treatment. Further studies are needed to assess the influence of ballroom dancing more deeply on physical activity and fitness and to learn more on impact on the partnership. As ballroom dancing seems to improve physical activity and wellbeing and can promote intimacy between partners, this intervention has the potential to support cancer survivors in various levels.

EXAMINATION OF THE TABLE TENNIS PLAYERS' GENERAL SELF-EFFICACY PERCEPTIONS AND SOURCES OF SPORTS MOTIVATION

This study aims to examine the Turkish Table Tennis Super League elite players’ general self-efficacy perceptions and motivation sources. The sample of research consist of 66 male (69,5%) and 29 female (30,5%) participants who are participated voluntarily among national players at the Turkish Table Tennis Super League in 2019. In the research, the “Sports Motivation Scale” and “General Self-Efficacy Scale” are applied as a data gathering instruments in the research. The relations between variables are tested with factor analysis, correlation analysis and SEM Partial Least Squares. The results of this study have shown that sub-dimensions of intrinsic (β: 0,321, p<0,05), introjected (β: 0,314, p<0,05), integrated (β: 0,271, p<0,05) and identified (β: 0,327, p<0,05) have a positive and significant effects on self-efficacy. On the other hand, amotivated (β: -0,230, p<0,05) sub-dimension has a negative effect on self-efficacy. Moreover, the findings do not support the existence of a statistically significant relationship between general self-efficacy and external (β:0,504, p<0,05) which is one of the sport motivation sub-dimension. In conclusion, these findings show that the belief of self-efficacy as players’ motivation and performance increases. It is important that trainers and club managers know ways to increase the general self-efficacy perceptions of players. Trainers can increase their general self-efficacy beliefs thanks to teaching them enriched with new training techniques, psychological support and creating effective learning environments.