Higher Self-efficacy Beliefs Research Articles

Self-efficacy, task complexity and task performance: Exploring interactions in two versions of vocabulary learning tasks

The present study aimed for better understanding of the interactions between task complexity and students’ self-efficacy beliefs and students’ use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a university in China. The participants were 78 second-year university students (mean age = 20.9 years). This study used a repeated-measures design with task complexity as the within-participants factor, and task sequence as the between-participants factor. Results indicated a significant task effect for self-efficacy beliefs and task performance, and a significant interaction effect of sequence with task complexity for learners’ self-efficacy beliefs in learning for both task versions, learners with higher self-efficacy beliefs had better task performances than learners with lower self-efficacy beliefs. The results also revealed a strong correlation between self-efficacy and the use of learning strategies for both tasks.

The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE

This study examines the effect of the student teaching experience on preservice elementary teachers’ self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to examine participants’ self-efficacy beliefs for technology integration prior to and at the end of the teaching experience. Additionally, a purposeful subset of the sample (n = 16) were interviewed based on their high self-efficacy belies to explore the sources of the high self-efficacy beliefs. Results showed a significant effect of student teaching experiences on participants’ judgment of their self-efficacy about technology integration. Mastery experience and vicarious experience reported to be the most influential sources of self-efficacy to integrate technology among preservice elementary teachers.

Coping Patterns and Their Relation to Daily Activity, Worries, Depressed Mood, and Pain Intensity in Acute Whiplash-Associated Disorders

There is a lack of knowledge regarding how individuals with acute whiplash-associated disorders (WAD) appraise and cope with situation-specific stressors. The aim of the study was to describe the daily process of coping reported in a daily coping assessment by individuals with acute WAD within 1month after the accident. More specifically, profiles of coping strategies were identified and patterns between stressors, primary and secondary appraisals, and coping strategy profiles were described in relation to reported level of activity, worries, depressed mood and pain intensity during the day. A descriptive and exploratory design was applied. Two hundred and twenty-nine whiplash-associated disorders-daily coping assessment (WAD-DCA) collected during seven consecutive days from 51 participants with acute WAD in Sweden, were included. Cluster analysis was used to obtain coping strategy profiles and data were graphically visualised as patterns through the coping process. When measuring coping as a daily process relating to the specific stressful situation, different coping process patterns appeared. During days with a high degree of physical and mental well-being, high self-efficacy beliefs seemed to be working as an important secondary appraisal, whereas during days with a low degree of physical and mental well-being primary appraisals of the stressor as a threat and catastrophic thoughts were present in the coping process. Early identification of situational- and individual-specific stressors, appraisals and coping efforts as measured by the WAD-DCA may contribute to the understanding of the coping process in the acute stage of WAD and its possible impact on recovery and adjustment.

Take the first heuristic, self-efficacy, and decision-making in sport.

Can taking the first (TTF) option in decision-making lead to the best decisions in sports contexts? And, is one's decision-making self-efficacy in that context linked to TTF decisions? The purpose of this study was to examine the role of the TTF heuristic and self-efficacy in decision-making on a simulated sports task. Undergraduate and graduate students (N = 72) participated in the study and performed 13 trials in each of two video-based basketball decision tasks. One task required participants to verbally generate options before making a final decision on what to do next, while the other task simply asked participants to make a decision regarding the next move as quickly as possible. Decision-making self-efficacy was assessed using a 10-item questionnaire comprising various aspects of decision-making in basketball. Participants also rated their confidence in the final decision. Results supported many of the tenets of the TTF heuristic, such that people used the heuristic on a majority of the trials (70%), earlier generated options were better than later ones, first options were meaningfully generated, and final options were meaningfully selected. Results did not support differences in dynamic inconsistency or decision confidence based on the number of options. Findings also supported the link between self-efficacy and the TTF heuristic. Participants with higher self-efficacy beliefs used TTF more frequently and generated fewer options than those with low self-efficacy. Thus, not only is TTF an important heuristic when making decisions in dynamic, time-pressure situations, but self-efficacy plays an influential role in TTF.

Cancer fatalism and poor self-rated health mediate the association between socioeconomic status and uptake of colorectal cancer screening in England.

Little is known about the psychological predictors of colorectal screening uptake in England and mediators of associations between uptake and socioeconomic status (SES). This study tested the hypotheses that although higher threat and efficacy beliefs, lower cancer fatalism, lower depression, and better self-rated health would predict higher screening uptake, only efficacy beliefs, fatalism, depression, and self-rated health would mediate associations between uptake and SES. Data from 529 adults aged 60 to 69 who had completed a postal survey in 2005-2006 were linked with data on fecal occult blood test (FOBt) uptake recorded at the screening "hub" following its introduction in 2007, resulting in a prospective study. Screening uptake was 56% and was higher among people with higher SES, better self-rated health, higher self-efficacy beliefs, and lower cancer fatalism in univariate analyses. Path analysis on participants with complete data (n = 515) showed that both better self-rated health and lower cancer fatalism were directly associated with higher uptake of FOBt screening and significantly mediated pathways from SES to uptake. Lower depression only had an indirect effect on uptake through better self-rated health. Efficacy beliefs did not mediate the relationship between SES and uptake. SES differences in uptake of FOBt in England are partially explained by differences in cancer fatalism, self-rated health, and depression. This is one of only a few studies to examine mediators of the relationship between SES and screening uptake, and future research could test the effectiveness of interventions to reduce fatalistic beliefs to increase equality of uptake.

Development and Application of an Instrument to Measure Greek Primary Education Teachers’ Biology Teaching Self-efficacy Beliefs

The self-efficacy beliefs of in-service elementary school teachers in Greece were examined in an attempt to evaluate their biology teaching skills. For this purpose, we constructed a valid and reliable instrument consisting of a Likert-type questionnaire that was distributed to the target population and to which 202 teachers responded. Results revealed Greek primary education teachers have, in general, moderate to high biology teaching selfefficacy beliefs (BioTSEB), whereas those that had not attended any biology courses during their academic studies had lower self-estimates. Teachers’ BioTSEB are also affected by factors such as years of teaching experience, the number of science courses attended and the quality of their previous studies, together with the grade levels they were assigned to teach during their in-service years.

Relationship between Perceived Self-Efficacy and Information Literacy among Library and Information Science Undergraduates in a Nigerian University of Education.

Information Literacy is a critical input in today’s learning environment and indeed for lifelong learning. Information literacy could be contingent upon an intrinsic element such as self-efficacy belief. Thus, this study investigates the relationship between perceived self-efficacy and information literacy among library and information science (LIS) undergraduates in Tai Solarin University of Education, Ijebu – Ode Nigeria (TASUED). Ex-post facto research design was adopted. Using total enumeration technique, data were gathered from all the 108 LIS undergraduates in TASUED using an instrument tagged Self-efficacy and Information literacy questionnaire (SILQ) with reliability values: (a = 0.78) information literacy and (a = 0.75) self-efficacy. All questionnaires were returned, however 100 (93%) were found usable. The study found out that respondents had high self-efficacy beliefs on more items on the scale; the level of information literacy was high in eight of the fifteen indicators on the scale. Perceived self-efficacy had a significant relationship with information literacy (r=0.329; p

Are happier people, healthier people? The relationship between perceived happiness, personal control, BMI and health preventive behaviours

Background: This study aimed to identify the extent to which levels of happiness and self-efficacy could predict preventive health behaviours and BMI. Method: Data was collected from 100 adults (59% female), mean age 24.75 years, measuring happiness, generalised self-efficacy beliefs, BMI, health preventive behaviours, age and gender. Findings: Results indicate that both happiness and generalised self efficacy are salient for health preventive behaviours, explaining 20% and 26% of the variance respectively. Relationships were also noted whereby generalised self efficacy (r = −.16, p =.05) and happiness (r = -.16, p <.05) both negatively correlated with BMI. Finally, post hoc analysis revealed that there is a significant positive relationship between happiness and generalised self-efficacy (r =.57, p <.001). Conclusion: Evidence presented here suggests that happiness and high self-efficacy beliefs can significantly enhance health protective behaviours. Moreover, those who express higher levels of happiness, also exhibit higher levels of self efficacy and have a lower BMI. Suggestions are made to tailor health promotion campaigns towards enhancing mood and personal control beliefs.

The effects of job and personal resources on hotel employees’ work engagement

Our study developed and tested a research model, which predicted the impacts of job (supervisor support) and personal resources (trait competitiveness and self-efficacy) on work engagement. Respondents were full-time employed frontline employees of the five- and four-star hotels of Abuja, the capital city of Nigeria. We used path analysis in LISREL 8.30 for testing the study hypotheses. The results demonstrated that trait competitiveness predicted three dimensions of work engagement better than did self-efficacy. That is, trait competitiveness enhanced frontline employees’ feelings of vigor, dedication, and absorption, while self-efficacy significantly and positively influenced only absorption. Unexpectedly, supervisor support had no significant effects on three dimensions of work engagement. The results further revealed that frontline employees who had elevated levels of competitiveness and adequate supervisor support in the workplace had higher self-efficacy beliefs. Implications of the empirical findings and limitations are discussed in our study.

Sources of Information and Health Beliefs Related to SARS and Avian Influenza among Chinese Communities in the United Kingdom and The Netherlands, Compared to the General Population in these Countries

BackgroundEthnic minorities in Europe such as the Chinese may need a special strategy with regard to risk communication about emerging infectious diseases. To engage them in precautionary actions, it is important to know their information sources, knowledge, and health beliefs.PurposeThis study’s purpose is to study the use of information sources, knowledge, and health beliefs related to SARS and avian flu of Chinese people in the UK and The Netherlands, and to make comparisons with the general population in these countries.MethodResults of a self-administered questionnaire among 300 British/Dutch Chinese were compared to data obtained from a computer-assisted phone survey among the general population (n = 800).ResultsBritish/Dutch Chinese got most information about emerging diseases from family and friends, followed by Chinese media and British/Dutch TV. They had less confidence than general groups in their doctor, government agencies, and consumer/patient interest groups. Their knowledge of SARS was high. They had a lower perceived threat than general populations with regard to SARS and avian flu due to a lower perceived severity. They had higher self-efficacy beliefs regarding SARS and avian flu.ConclusionIn case of new outbreaks of SARS/avian flu in China, local authorities in the UK and The Netherlands can best reach Chinese people through informal networks and British/Dutch TV, while trying to improve confidence in information from the government. In communications, the severity of the disease rather than the susceptibility appears to need most attention.

Self-Efficacy Beliefs of At-Risk Students in Malaysian Secondary Schools

Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. A strong sense of efficacy enhances human accomplishment and personal well being in many ways. Selfefficacy is defined as people’s beliefs about their capabilities to produce designated levels of performance which have influence over events that affect their lives (Bandura, 1994). A study was conducted on 688 Form Four students from 25 at risk schools located in 5 zones in Malaysia, to examine their self-efficacy beliefs in learning mathematics and English Language. Findings showed that the at risk students have low self-efficacy in Mathematics and English Language. Positive and significant correlations were found between self-efficacy in mathematics and English with achievemnet in the Lower Secondary Examination. Female students were found to have higher self-efficacy beliefs in English Language and mathematics compared to males. The implications of the findings are discussed in terms of learning opportunities for at risk students.

Best Practice or Most Practiced? Pre-service Teachers’ Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy

Managing student behaviour remains one of the most daunting aspects of teaching for educators and this is particularly so when children with disabilities are included in the regular classroom. Self-efficacy has been identified as having a significant impact on a teacher’s behaviour, and pre-service training can play an important role in preparing teachers to be effective classroom managers. The purpose of this study was to identify if pre-service teachers in an Australian university held high or low self-efficacy beliefs and whether the type of strategies they identified as most effective correlated with those highlighted in the research as best practice. In addition, pre-service teachers were surveyed before and after their practicum in order to determine if actual classroom experience impacted on their self-efficacy and their knowledge of behaviour management strategies. Findings indicated that self-efficacy beliefs among this cohort of pre-service teachers were generally high and were even higher after the practicum. There were concerns, however, that the range of behaviour management strategies identified by pre-service teachers was limited and did not incorporate strategies to deal with more challenging and persistent behaviour problems.

The Effect of the Teaching Practice on Pre-service Elementary Teachers’ Science Teaching Efficacy and Classroom Management Beliefs

The purpose of this study was to investigate the effect of the teaching practice on preservice elementary teachers’ science teaching efficacy and classroom management beliefs. The subjects were 185 pre-service elementary teachers from two different universities in Izmir. In this study, Science Teaching Efficacy Belief Instrument (STEBI-B) and the Attitudes and Beliefs on Classroom Control (ABCC) instruments were utilized to collect data. Results of the study indicated that almost all pre-service elementary teachers had high self-efficacy beliefs regarding science teaching. In addition, teaching experience did not affect pre-service elementary teachers’ science teaching efficacy beliefs. However, preservice elementary teachers’ classroom management beliefs tended to change with the teaching practice. While pre-service teachers’ beliefs related to instructional management decrease with teaching practice, their People Management beliefs increase with teaching practice.

The role of personality and self‐efficacy in the selection and retention of successful nursing students: a longitudinal study

This paper is a report of a study to examine the role of personality and self-efficacy in predicting academic performance and attrition in nursing students. Despite a considerable amount of research investigating attrition in nursing students and new nurses, concerns remain. This particular issue highlights the need for a more effective selection process whereby those selected are more likely to complete their preregistration programme successfully, and remain employed as Registered Nurses. A longitudinal design was adopted. A questionnaire, which included measures of personality and occupational and academic self-efficacy, was administered to 384 students early in the first year of the study. At the end of the programme, final marks and attrition rates were obtained from university records for a total of 350 students. The data were collected from 1999 to 2002. Individuals who scored higher on a psychoticism scale were more likely to withdraw from the programme. Occupational self-efficacy was revealed to be a statistically significant predictor of final mark obtained, in that those with higher self-efficacy beliefs were more likely to achieve better final marks. Extraversion was also shown to negatively predict academic performance in that those with higher extraversion scores were more likely to achieve lower marks. More research is needed to explore the attributes of successful nursing students and the potential contribution of psychological profiling to a more effective selection process.

Theory–practice dichotomy in inquiry: Meanings and preservice teacher–mentor teacher tension in Turkish literacy classrooms

This study aims at exploring the meanings constructed by preservice teachers of literacy about theory–practice dichotomy and investigating the preservice teacher–mentor teacher tension during the internship period. Qualitative data were collected by preservice teachers as researchers in inquiry through field notes, reflective journals, observation reports and open-ended survey questions. Findings are discussed with respect to theory–practice dichotomy and constructed meanings are obtained. High self-efficacy beliefs of preservice teachers of literacy, mentor teacher indifference and supervisor–mentor teacher dichotomy seem to have a lot to do with the preservice teacher–mentor teacher tension.

Boosting scholastic test scores by willpower: The role of implementation intentions

As both high self-efficacy beliefs (Bandura, 1997) and forming implementation intentions (Gollwitzer & Sheeran, 2006) are known to improve goal attainment, it is suggested that implementation intentions geared at strengthening self-efficacy should be a very helpful self-regulation strategy to achieve high scholastic test scores. In Study 1, female participants had to perform a math test either with the goal intention of solving as many problems as possible or with an additional self-efficacy strengthening implementation intention. In Study 2, male participants worked on an analytic reasoning test under either a mere achievement goal intention, an additional self-efficacy strengthening implementation intention, or an additional self-efficacy strengthening goal intention. In both studies, participants with self-efficacy strengthening implementation intentions outperformed the mere achievement goal intention participants. Moreover, Study 2 showed that additional self-efficacy strengthening goal intentions were not as effective as additional self-efficacy strengthening implementation intentions. The results are discussed in terms of their contribution to research on both self-efficacy and implementation intentions.

Trajectories of science self-efficacy beliefs during the college transition and academic and vocational adjustment in science and technology programs

The present study strove to better understand the associations between the development of late adolescents' self-efficacy beliefs toward science, and vocational and academic adjustment (i.e., career decidedness, scientific interests, science achievement, and persistence in science), while considering the potential moderating role of gender. Participants were 411 late adolescents, all admitted in a science-related field in college. Notable developmental heterogeneity in science self-efficacy beliefs was found across the transition to college with 50% of students reporting high stable self-efficacy beliefs, 20% of students experiencing an increase in self-efficacy beliefs, and 30% a decrease. Girls enrolled in technological programs (biology and physics) were more likely than boys to experience increasing self-efficacy beliefs toward science. Overall, students with high stable or increasing self-efficacy trajectories reported the most positive academic and vocational outcomes. Evidence for a gender moderating effect was found for career decidedness, where experiencing increasing and high stable self-efficacy beliefs toward science was associated with a gradual clarification of one's vocational choice for girls but not for boys.

Maternal self‐efficacy and maternal perception of child language competence in pre‐school children with a communication disability

The aim of this study was to describe maternal self-efficacy beliefs within the parenting domain and maternal ratings of pre-school children's language abilities, where the child has a communication disability. The association between these two constructs was also investigated. Twenty-five mothers completed a questionnaire consisting of two subsections: parental self-efficacy and maternal rating of child language ability. Convenience sampling was used, and mothers with children attending four special-education schools in the Pretoria area consented to participate in the study. The results revealed that mothers generally had high self-efficacy beliefs within certain parenting roles, in spite of the fact that their child has a communication disability. The lowest competence was reported in discipline and teaching roles. In addition, mothers' reports of patterns of child ability correlated with what has been written in the literature. Correlation statistics generally revealed weak association between the constructs, with the strongest association between the parental domain of discipline and maternal reports of their child's receptive language abilities. Possible reasons for the weak correlation values are proposed. These include factors that may alter the way parents of children with disabilities construct and maintain self-efficacy beliefs; as well as the fact that the two sections of the questionnaire measure maternal appraisals at two very different levels (objective observations and evaluative self-regulatory processes).

Self-Assessment in the Health Professions: A Reformulation and Research Agenda

Many researchers and educators have identified self-assessment as a vital aspect of professional self-regulation.1,2,3 This rationale has been the expressed motivation for a large number of studies of self-assessment ability in medical education, health professional education, and professions educat

Core self-evaluations and salespeople

A schemata drawn from the literature addressing core self-evaluations was tested with the use of a sample of commissioned salespeople. Research propositions were tested for the internal locus of control, high self-efficacy beliefs group and for the external locus of control, low self-efficacy group of salespeople. Support was derived for several of the propositions. However, the relationship between performance and cell membership indicated that both internal, high self-efficacy beliefs salespeople and external, high self-efficacy beliefs salespeople perform at a higher level than those in the other cells. © 2006 Wiley Periodicals, Inc.