Higher Levels Of Self-efficacy Research Articles

An Evidence-Based Measure to Assess Self-Efficacy Among Adolescents With Type 1 Diabetes Mellitus in Jordan.

The purpose of the study was to assess self-efficacy among adolescents with type 1 diabetes mellitus and to identify its contributing factors using a new measure based on the International Society for Pediatric and Adolescent Diabetes Guidelines: the Type 1 Diabetes Mellitus Self-Efficacy Scale (T1DM-SES). A descriptive, cross-sectional design was used to collect data from 161 adolescents ages between 12 and 18 via an online questionnaire survey, including demographic and management-related variables and the 21 items of T1DM-SES. Results demonstrated that adolescents had high self-efficacy levels regarding the basic needs to manage their diabetes and relatively moderate and low levels regarding more sophisticated needs, such as adjusting insulin dose to correct fluctuated glucose levels, covering carbohydrates, and managing ketoacidosis at home. Adolescent females and adolescents who have working mothers or caregivers demonstrated higher levels of self-efficacy, whereas adolescents who have another family member with T1DM reported lower levels. Assessing adolescents' self-efficacy using evidence-based measures is crucial for informing health education plans. There should be a greater focus on acquiring the advanced knowledge and skills necessary for adolescents to manage the constantly evolving challenges of diabetes management. Access to health care and sufficient health insurance coverage that encompasses modern technology are fundamental for the effective management of T1DM.

Why Law? Examining the Factors that Influence the Decision to Undertake a Law Degree

Existing research is largely silent on determining what factors influence individuals to undertake a law degree. Are they deeply intrinsic drivers like ‘self-efficacy’ or ‘self-confidence’, and how might extrinsic influences, such as family, teachers, or friends’ impact on those drivers? To address these questions, data were attained from 378 commencing students enrolled across three Australian law schools. Results indicate students with higher levels of self-efficacy and self-confidence are more likely to be satisfied with their decision to study law and pursue a law career. The influence of ‘teachers’ on a student’s ‘satisfaction with their choice’ was only significant for students who were also influenced by their ‘family’ – the more support from teachers and family members increased a student’s level of satisfaction. Friends only influenced a students’ intention to pursue a career in law, but not their satisfaction with their choice to pursue a law degree. This is the first study to determine the intrinsic motivations that impact a student’s choice to undertake a law degree and what extrinsic factors influence that choice.

A machine-learning model of academic resilience in the times of the COVID-19 pandemic: Evidence drawn from 79 countries/economies in the PISA 2022 mathematics study.

Given that students from socio-economically disadvantaged family backgrounds are more likely to suffer from low academic performance, there is an interest in identifying features of academic resilience, which may mitigate the relationship between disadvantaged socio-economic status and academic performance. This study sought to combine machine learning and explainable artificial intelligence (XAI) technique to identify key features of academic resilience in mathematics learning during COVID-19. Based on PISA 2022 data in 79 countries/economies, the random forest model coupled with Shapley additive explanations (SHAP) value technique not only uncovered the key features of academic resilience but also examined the contributions of each key feature. Findings indicated that 35 features were identified in the classification of academically resilient and non-academically resilient students, which largely validated the previous academic resilient framework. Notably, gender differences were shown in the distribution of some key features. Research findings also indicated that resilient students tended to have a stable emotional state, high levels of self-efficacy, low levels of truancy and positive future aspirations. This study has established a research paradigm essentially methodological in nature to bridge the gap between psychological theories and big data in the field of educational psychology. To sum up, our study shed light on the issues of education equity and quality from a global perspective in the times of the COVID-19 pandemic.

Evaluating the SEND eHealth Application to Improve Patients' Secure Message Writing.

Secure messaging (SM) is an important aspect of communication for patients with cancer. SM fosters patient-clinician communication and helps patients with symptom management and treatment support. However, patients are uncertain about how to phrase messages appropriately and have expressed the need for guidance. In response, we designed a user-centered, web-based application named SEND The application focuses on specificity, expression, needs, and directness through interactive video tutorials and quizzes. Our objective was to comprehensively evaluate SEND based on its levels of engagement, satisfaction, acceptability, and appropriateness. We recruited 101 patients with various cancer diagnoses to use SEND and then fill out a survey 1 to 2weeks later about their experience. Patients' mean age was 64years; most were male (55%), white (83%), diagnosed with cancer in 2020 with high levels of self-efficacy, and 51% had a bachelor's degree or higher. 65% were engaged in the application, and respondents spent an average of 15min interacting with SEND Satisfaction was 90.4%, 85.4% found it acceptable, and 88.6% appropriate. There were no statistically significant differences across age, sex, race, education, or year of diagnosis. Results underscore the potential of eHealth interventions, like SEND, in enhancing patient-clinician communication in cancer care. By empowering patients with effective message-writing techniques, SEND has the potential to improve the quality of SM, which can lead to faster response times and more patient-centered responses.

Comparison of self-efficacy in cardiopulmonary resuscitation position by a single rescue: over-the-head or lateral position?

Self-efficacy can speed up and improve quality of cardiopulmonary resuscitation (CPR), but it will be difficult to achieve if using a bag-valve-mask (BVM) by a single rescue. This study aimed to compare the differences of self-efficacy when performing CPR in the lateral and over-the-head (OTH) positions using a BVM device in a single rescue. A quasi-experimental with a post-test-only group design approach. This study involved 100 respondents divided into two groups, namely 50 respondents in the lateral position and 50 in the OTH position. Respondents' self-efficacy was assessed using the resuscitation self-efficacy scale (RSES). The statistical test used was Mann-Whitney. The results of this study showed that the OTH group had a higher level of self-efficacy, 46 (92%), than the lateral group, 40 (80%). In addition, the results of the Mann-Whitney statistical test also obtained p-value=0.000 (α=0.05) and mean rank value (OTH=63.30, lateral=37.70), indicating that there was a difference in self-efficacy between the OTH and lateral positions, with the OTH group having higher self-efficacy compared to the lateral group. Therefore, if CPR is performed by a single rescue with a BVM device, it can be performed with the OTH position.

Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses

BackgroundAcademic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy. PurposeThe purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy. MethodA quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study. ResultsStudent nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy. ConclusionsThe findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.

The Effect of Teachers' Level of Self-Regulated Learning and Internet Self-Efficacy on Teaching Innovation in the Constructivist Curriculum

In the era of modern education, innovation in teaching is a crucial aspect for improving learning quality. This study aims to find out the extent to which Internet Self-Efficacy (ISE) of teachers affects learning innovation in the constructivist curriculum and the extent to which Self-Regulated Learning (SRL) affects teachers in making learning innovations in the constructivist curriculum. The research method used is quantitative with a survey approach. Data was collected through a questionnaire filled out by 97 junior high school teachers in Central Java who implemented a constructivist curriculum. Based on the results of the regression analysis, it was found that in the condition that teachers have a high level of Internet self-efficacy, self-regulated learning (SRL) has a significant effect on the learning innovations that are carried out by teachers. Another condition is the influence of SRL with low teacher ISE on teacher learning innovation. In the condition of low self-efficacy levels, SRL indicators of metacognitive skills, time management, and environmental settings did not have a significant effect on teachers' learning innovation. These findings indicate that teachers with high levels of self-regulated learning (SRL) and internet self-efficacy tend to be more innovative in implementing teaching methods that are in accordance with the principles of constructivism. The implications of this study emphasize the importance of developing teachers' self-regulated learning (SRL) and internet self-efficacy skills through continuous training and professional development programs to improve the quality of teaching in constructivist curricula.

Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry

AbstractInquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers, the present study adapted and validated Aydeniz et al. Science and Education, 30(1), 103–120, (2021) Inquiry-Based Science Teaching Efficacy Scale (IBSTES, Science & Education, 30:103–120). Confirmatory factor analysis on data from 428 pre-service teachers in kindergarten and elementary school revealed a two-factor structure, which is consistent with the conceptual framework of IBST. The two factors measured self-efficacy beliefs regarding (1) helping students improve their understanding of the nature of scientific inquiry and (2) helping students develop procedural skills for conducting scientific inquiry. Both factors demonstrated very high reliability (> 0.90), as assessed by Cronbach's alpha and McDonald's omega. This latent structure was invariant across genders, suggesting that the instrument can be used with both male and female prospective teachers, allowing for gender comparisons. This study is the first of its kind to validate in Spanish a self-efficacy scale for IBST that specifically tackles the epistemological understanding of the nature of scientific inquiry. The Spanish IBSTES provides a valuable tool for researchers and practitioners to assess and support teacher self-efficacy, which is essential for the success of educational reforms.

Psychological Interventions to Enhance Self-Efficacy and Motivation in Libyan Students

Extensive research shows that higher self-efficacy is associated with increased motivation, perseverance, and academic success; however, there is a notable gap in understanding how these constructs interact within the unique context of Libyan higher education. This study explores the relationship between self-efficacy and motivation among university students in Libya, where cultural norms, Islamic principles, and socio-political factors deeply influence educational practices. To address this issue, the study employed a cross-sectional design and collected data through self-administered questionnaires from students at major universities in Libya. The data were analyzed using Pearson correlation and multiple regression techniques to examine the strength and direction of the relationship between self-efficacy and student motivation. The findings revealed a significant positive correlation between these two variables, indicating that students with higher levels of self-efficacy are more motivated in their academic pursuits. Furthermore, the multiple regression analysis identified self-efficacy as a significant predictor of student motivation, explaining 46% of the variance observed in the sample. These results underscore the critical role of self-efficacy in fostering student motivation within the Libyan educational context. The findings suggest that targeted interventions to enhance self-efficacy could significantly improve educational outcomes. The findings provide a foundation for future research and the development of educational strategies tailored to the specific needs of Libyan students, thus contributing valuable insights to the broader literature on self-efficacy and motivation in higher education.

Self-Efficacy and Teaching Competence of TLE Teachers as Mediated by Performance Standards

This quantitative study investigated the mediating role performance standards among on the relationship of teaching competence and self-efficacy of Technology and Livelihood Education (T.L.E.) teachers. Data were collected 200 T.L.E. teachers to assess these variables using statistical analysis including mean, correlation, regression, and Path analysis. Findings indicated high levels of self-efficacy, teaching competence, and performance standards among T.L.E. teachers. Notably, self-efficacy significantly influenced teaching competence and performance standard partially mediated the other two variables. This study emphasized the importance of continuous professional development and collaborative efforts to maintain high performance standards in TLE education. Recommendation included investing in specialized continuous professional development, fostering self-efficacy through mentorship and support programs, and promoting collaborative efforts to sustain performance standards. Integration of targeted interventions to strengthen performance standards. Integration of these recommendations by educational stakeholders could foster a vibrant TLE environment, ensuring quality education and professional growth for both educators and students.

Association between Hand Hygiene Knowledge and Self-Efficacy in Nursing Students: A Multicenter Cross-Sectional Study within the Framework of the Erasmus Project.

Adherence to hand hygiene procedures is crucial for all populations, and the World Health Organization (WHO) has implemented specific guidelines for infection control. Frequent and correct hand hygiene can prevent infections, but non-compliance with hand hygiene is pervasive. Nursing students address this issue from the beginning of their training. In nursing training, self-efficacy is crucial in enhancing students' competence, motivation, and clinical performance. We performed a cross-sectional multicenter study in five European countries, with a cross-sectional design with an online application of an instrument measuring hand hygiene knowledge based on WHO guidelines and general self-efficacy and specific self-efficacy for infection control. A total of 638 first-year nursing students participated in this study. The mean percentage of correct answers was 67.9%, with a considerable difference depending on the items. The worst results were obtained for questions related to sources of infection and types of hand hygiene methods in different situations. Finnish students displayed significantly (p < 0.001) higher scores in HH knowledge, whereas Estonian students had significantly (p < 0.001) higher levels of self-efficacy. There were significant correlations between the hand hygiene knowledge score and the self-efficacy score (p < 0.001). A multivariate analysis by linear regression analysis showed significant associations between the hand hygiene knowledge survey score and the students' age (p < 0.001, OR = 0.18, 95% CI 0.04-0.10), as well as their country of origin (p = 0.01, OR = 0.09, 95% CI 0.03-0.34). HH knowledge is quite low among nursing students, and is correlated with self-efficacy, although the strongest predictors are age and country of origin. Different nursing curricula must favor HH knowledge, with varying degrees of emphasis depending on the country.

Efikasi Diri Mahasiswa Perpustakaan dan Ilmu Informasi dalam Pencarian Informasi di UPT Perpustakaan Universitas Negeri Padang

The purpose of this study is to describe students' self-efficacy in information searching at the Library and Information Science Department of UPT Library, Universitas Negeri Padang. This research employs a quantitative approach with a descriptive method, involving 116 PII students from the 2022 cohort at UNP as the population and sample, selected through random sampling. Data was collected through questionnaires. The results show that for the first indicator, personal self-evaluation, the average score is 3.88 (77.8%). For the second indicator, comparisons with others, the average score is 3.42 (68.5%). For the third indicator, physiological state, the average score is 3.79 (74.7%). For the fourth indicator, social feedback, the average score is 3.44 (69%), all indicating a high level of self-efficacy.

Understanding the relations between achievement goals and self-regulated learning: a multiple goal perspective

The primary objective was to investigate the relations between college students’ achievement goals and their engagement in self-regulated learning using a person-centered approach. College students (N = 364) completed surveys that assessed mindset, self-efficacy, anxiety, achievement goals, and self-regulated learning. Latent profile analyses identified three types of achievement goal profiles: high all, high approach, and low performance. Results showed that self-efficacy and anxiety were significantly associated with the achievement goal profiles. Students who reported high levels of self-efficacy but low levels of anxiety were more likely to endorse the high approach profile. In addition, we found significant mean-level differences across the achievement goal profiles for students’ reported engagement in self-regulated learning concurrently (time management, procrastination) and later in the semester (motivational regulation, environment management). Students in the high approach profile demonstrated the most adaptive pattern of self-regulated learning. Overall, findings provide support for a multiple goal perspective that endorsing both mastery-approach and performance-approach goals can be beneficial.

Impact of Social Support and Self-Efficacy on Activity of Daily Living among Post-Stroke Patients in Saudi Arabia: A Cross-Sectional Study.

This study employed a cross-sectional design to explore the impact of social support and self-efficacy on activity of daily living (ADL) among post-stroke patients in Saudi Arabia and investigate the mediating role of self-efficacy. Data were collected from 158 post-stroke patients across six healthcare facilities in three regions of Saudi Arabia using convenience sampling, between February 2023 and July 2023. The analysis included descriptive statistics, variance analysis, and linear regression using bootstrap methods. PROCESS Macro was used for the mediation model. This study revealed that most participants had high ADL, social support, and self-efficacy levels. Significant negative associations were found between ADL and age (p < 0.001), time since stroke (p = 0.009), and stroke history (p < 0.001), while significant positive associations were observed with educational background (p = 0.049), employment status (p < 0.001), and self-efficacy (p < 0.001). ADL in post-stroke patients was significantly influenced negatively by age (p = 0.025), time since stroke (p = 0.027), and stroke history (p < 0.001), while self-efficacy (p < 0.001) had a positive impact and moderated the relationship between social support and ADL. This study highlights the physical and psychosocial aspects affecting post-stroke patients, identifies key areas for enhancing their experiences, and informs the development of targeted interventions to address their comprehensive needs.

Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction

Using computer simulations in science education can facilitate the achievement of several educational objectives, including a thorough grasp of scientific concepts and an understanding of the scientific method. This research aimed to evaluate the extent of rural science educators’ technology integration self-efficacy when using simulations in teaching. The research was guided by Bandura’s (1986) social cognitive theory and focused on four key influencers of self-efficacy in educators: enactive mastery experience, vicarious experience, verbal persuasion, and affective state. The study’s demographic was all science educators in a rural district, with participants selected through convenience sampling. The survey instrument’s reliability and validity were established through exploratory and confirmatory factor analyses. The outcomes indicated that the science educators possessed a high level of self-efficacy in integrating technology through simulations, with no notable differences based on gender or education level. There was a statistically significant effect of teaching experience and school socioeconomic factors on the educators’ technology integration self-efficacy.

Cross-Cultural Validation of Teachers Social Self-Efficacy Scale: Insights from Cyprus, Greece, and Portugal

The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of the TSSES. Configural and metric invariance were established for the one-factor structure of the TSSES. The results showed that teachers in Portugal and Cyprus experience high levels of social self-efficacy, whereas Greek teachers experience moderate to high levels of social self-efficacy. The TSSES seems to be a reliable instrument for assessing social self-efficacy beliefs. Possible implications for practice are also discussed.

CHINESE HIGH-PERFORMING UNIVERSITY STUDENTS’ SELF-EFFICACY AND SELF-PRIDE IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Background and Purpose: Both self-efficacy and self-pride play an important role in second/foreign language learning. Yet, they have seldom been researched simultaneously in the same context in relation to language learning. The current study aimed to examine Chinese high-performing university students’ English learning self-efficacy and self-pride and their predictive effects on the students’ English performance. Methodology: 520 Chinese high-performing university students completed the 5-item Self-Pride Scale, the 3-item English Learning Self-Efficacy Scale and a background questionnaire, 14 of whom were interviewed. Findings: Major findings were: a) the participants generally had a high level of English learning self-efficacy and self-pride, b) female students had significantly greater English learning self-efficacy and self-pride, c) English learning self-efficacy was significantly positively correlated with self-pride, d) both English learning self-efficacy and self-pride were significantly positively correlated with and predicted the students’ English performance, and e) the participants identified several causes for their English learning self-efficacy and self-pride. Contributions: This study was one of the few that explored the relationship between English learning self-efficacy and self-pride and their predictive effects on students’ English performance. The findings thus provide insights for developing self-efficacy and self-pride in students to improve their learning of a second/foreign language. Key words: Self-efficacy, self-pride, English performance. Cite as: Liu, M., &amp; Liu, J. (2024). Chinese high-performing university students’ self-efficacy and self-pride in learning English as a foreign language. Journal of Nusantara Studies, 9(2), 420-440. http://dx.doi.org/10.24200/jonus.vol9iss2pp420-440

Greek Validation of the Questionnaire “Prenatal Breast-Feeding Self Efficacy” Scale

Background: Empowerment and support for maternal breastfeeding self-efficacy are a worldwide effort. Mothers who demonstrate high levels of self-efficacy are more likely to maintain and succeed in exclusive breastfeeding. There is research evidence that the Prenatal Breast-feeding Self-Efficacy Scale (PBSES) is a reliable and valid tool for evaluating breastfeeding self-efficacy before delivery.

The relationship between self-efficacy in blood sugar management and self-management in type 2 diabetes patients at Subang General Hospital

Background: Type 2 diabetes mellitus requires effective self-management to prevent complications and maintain a healthy quality of life. Self-efficacy, or a patient’s belief in their ability to manage their condition, is recognized as a key factor influencing diabetes self-management. However, the strength and nature of this relationship remain understudied in the local context of patients receiving care at Subang General Hospital. Purpose: This study aims to investigate the relationship between self-efficacy in blood sugar management and self-management in type 2 diabetes patients at Subang General Hospital. Methods: A quantitative correlational study with a cross-sectional design was conducted. Consecutive sampling was used to recruit 40 respondents. Data were collected using two standardized tools: the Diabetes Management Self-Efficacy Scale (DMSES) and the Diabetes Self-Management Questionnaire (DSMQ). The relationship between self-efficacy and self-management was analyzed using the Spearman-Rho statistical test. Results: Among the respondents, 80% (n=32) demonstrated high levels of self-efficacy, while 67.5% (n=27) exhibited good self-management practices. The statistical analysis revealed a significant positive correlation between self-efficacy and self-management (p=0.003). Conclusion: The findings indicate a significant relationship between self-efficacy and self-management in patients with type 2 diabetes mellitus. These results underscore the importance of enhancing self-efficacy as part of diabetes education and management strategies to improve patient outcomes. Future research should explore interventions that specifically target improving self-efficacy to optimize self-management behaviors.

The Relative Contribution of Psychological Empowerment in Predicting Academic Self-Efficacy among Graduate Students at the College of Education at King Faisal University

This study aimed to explore the role of psychological empowerment in predicting academic self-efficacy among graduate students at the College of Education, King Faisal University. It also investigated how these levels vary across different factors such as gender, department, and academic level. Additionally, the research aims to understand how psychological empowerment can predict academic self-efficacy among these students. Employing a descriptive, predictive, and correlational approach, the researcher utilized scales for psychological empowerment and academic self-efficacy to collect data from 268 graduate students. The study found high levels of psychological empowerment and academic self-efficacy among the sample, there were no significant differences in psychological empowerment scores by gender or department. However, important differences based on academic level favored students in field training with a thesis. Similarly, academic self-efficacy scores showed no significant differences by gender or department but favored students at the thesis level. The findings highlighted the predictive role of psychological empowerment in academic self-efficacy among graduate students at the College of Education. and Recommendations: include faculty and academic leaders at the College of Education in supporting psychological empowerment among graduate students and educating them on its importance for enhancing self-confidence and decision-making in academic and practical contexts.