Levels Of Self-efficacy Research Articles

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.

Development of Safe Blood Transfusion Self‐Efficacy Scale for nurses: Validity and reliability study

AimThe aim of the study is to develop a scale to measure nurses' self-efficacy levels regarding safe blood transfusion practice. MethodsThis study, applied in methodological design, was conducted in a public university hospital in Istanbul between March-April 2021. The sample included 372 nurses. A draft form consisting of 75 items was prepared. Content validity, construct validity, distinctiveness, internal consistency reliability, two-half test reliability, test-retest, and item analysis methods were used to determine the psychometric properties of the scale. ResultsThe exploratory factor analysis showed that the scale had a four-factor structure that explained 71.36 % of the total variance. The factor loads of 49 items were found to vary between 0.50 and 0.92. The item-total correlations were found to be between 0.55 and 0.92. The Cronbach's alpha value for the whole scale was 0.96. ConclusionThe results of the analysis show the items constituting Safe Blood and Blood Products Transfusion Self-Efficacy Scale have validity and reliability criteria that can measure the nurses' self-efficacy levels regarding safe blood transfusion practice.

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.

Shaping the future Entrepreneurs: Influence of human capital and self-efficacy on entrepreneurial intentions of rural students

This study explores the determinants of entrepreneurial intentions among rural students in Oman's Dhofar region, focusing on self-efficacy, skills, and education as components of human capital. Using Bandura's social cognitive theory, a quantitative approach examines how psychological factors and experiential learning influence entrepreneurial intentions. Data from 467 randomly selected students were collected via self-reported surveys. Results show a significant positive relationship between self-efficacy and entrepreneurial intentions, with higher self-efficacy levels correlating with greater entrepreneurial inclination. Skills also positively impact entrepreneurial intentions, highlighting the importance of diverse skill sets. Additionally, self-efficacy moderates the relationship between skills and intentions, suggesting that high self-efficacy enhances the translation of skills into entrepreneurial ambitions. Unexpectedly, no significant correlation between education and entrepreneurial intentions was found. This study emphasizes the importance of psychological factors and experiential learning in shaping entrepreneurial intentions in unique socio-cultural and economic contexts. Insights can help policymakers and educators promote entrepreneurship and economic development in rural communities, fostering resilience and empowerment. This research enriches our understanding of entrepreneurship in diverse settings by examining the under-researched Dhofar region.

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.

The effects of motivational interviewing on sexual quality of life and sexual self-efficacy in postmenopausal women with sexual dysfunction.

This study was conducted to determine the effects of motivational interviewing on sexual quality of life and sexual self-efficacy in postmenopausal women with sexual dysfunction. This randomized controlled study was conducted with 164 postmenopausal women with sexual dysfunction who presented to the gynecology outpatient clinic of a university hospital in Kahramanmaras, Türkiye (82 experimental, 82 control). The data were collected using a personal information form, the Arizona Sexual Experiences Scale-Female Version Questionnaire, the Sexual Quality of Life-Female Questionnaire, and the Sexual Self-Efficacy Scale. Four motivational interview sessions were conducted with the postmenopausal women in the experimental group at 1-week intervals, and those in the control group did not receive any intervention. The data were analyzed using descriptive statistics, Pearson's chi-squared test, and independent samples and paired samples t tests. Both the sexual quality of life and sexual self-efficacy levels of the participants in the experimental and control groups were similar in the pretest stage (P > 0.05). After the motivational interviews with those in the experimental group, the rate of sexual dysfunction was determined as 82.9% in the experimental group and 98.8% in the control group. Additionally, after the motivational interviews, the sexual dysfunction scores of the participants in the experimental group decreased significantly, and their sexual quality of life and sexual self-efficacy levels increased significantly compared to those in the control group (P < 0.001). The results of this study revealed that motivational interviewing decreased sexual dysfunction and increased sexual quality of life and sexual self-efficacy in postmenopausal women with sexual dysfunction.

Effect of using gamification and augmented reality in mechanical ventilation unit of critical care nursing on nurse students' knowledge, motivation, and self-efficacy: A randomized controlled trial

BackgroundGamification and augmented reality (AR) are innovative teaching modalities. Research on the effects of combining these two strategies in nursing education is scarce. ObjectivesTo examine the effect of the combined use of gamification and AR in teaching mechanical ventilation (MV) on nurse students' knowledge, motivation, self-efficacy, and satisfaction. DesignRandomized controlled trial. SettingA conveniently selected faculty of nursing in Egypt. ParticipantsA total of 410 nurse students. MethodsParticipants were randomly assigned to the intervention or control group (205 in each). Kahoot games and AR were used in the intervention group, whereas a traditional lecture was applied in the control group. The outcomes included levels of students' knowledge, learning motivation, self-efficacy, and satisfaction. ResultsMixed design repeated-measures ANOVA test revealed a statistically significant difference in knowledge test scores within-subject over time (p-value [effect size]: <0.001 [0.515]), between-subject due to the main effect of interventions (<0.001 [0.146]), and within-between interaction effect of group and time (<0.001 [0.515]). After using Kahoot and AR, the total mean self-efficacy score was significantly higher in the intervention group than in the control group (<0.001 [0.662]). The total median motivation score was significantly higher for the Kahoot and the AR groups compared with the traditional lecture (<0.001 [0.558]). ConclusionKahoot games and AR significantly increased nurse students' knowledge, motivation, and self-efficacy compared with traditional MV learning classes. Nursing educators need to incorporate Kahoot and AR in their pedagogies to enhance nurse students' satisfaction and development.

Research on the effect of mixed teaching strategies on students' ambidextrous innovation

Mixed teaching strategies have caused a fierce debate about teaching quality in China's higher education. Based on theories of constructivism and self-regulation, we examine the impact of mixed teaching strategies on learners' ambidextrous innovation capacities. Utilizing a questionnaire survey of 412 undergraduate and graduate students from 36 Chinese higher education institutions, this research demonstrates that combining metacognitive strategies with motivational and collaborative approaches enhances exploratory innovation ability, while the pairing of metacognitive and collaborative strategies promotes exploitative innovation. Furthermore, the study identifies significant differences in the effectiveness of mixed teaching strategies based on students' self-efficacy and teaching acceptance levels. These findings highlight the importance of tailoring mixed teaching strategies to individual characteristics for optimal learning outcomes and fostering students' innovative potential. This research contributes to the discourse on effective teaching practices in Chinese higher education by proposing a mixed teaching strategies matrix informed by self-efficacy and teaching acceptance, offering valuable guidance for educators seeking to cultivate students' innovative abilities.

Pregnant Women’s Perceptions of Prenatal Attachment and Breastfeeding Self-Efficiency: A Cross-sectional Study

Purpose: The aim of this study is to assess pregnant women’s perceptions of prenatal attachment and breastfeeding self-efficacy. Material and Methods: The study was conducted with 320 pregnant women who visited the outpatient clinic of a Maternity Hospital in Turkey for control examination after the 20th gestational week between 01 February 2017 and 29 December 2017. Results: It was found that the Prenatal Attachment Inventory (PAI) total mean score of the pregnant women was 54.44±14.67 and the prenatal breastfeeding self-efficacy scale (PBSES) mean score was 68.32±13.65. There was a positive correlation between PAI and PBSES scores of the pregnant women (p˂0.0001, r=0.817). Conclusion: Some sociodemographic and obstetric characteristics of the pregnant women were determined to affect both prenatal attachment and prenatal breastfeeding self-efficacy levels.

Relationship between perceived social support and stoma self-efficacy in permanent colostomy patients: A correlational study.

In the context of adjusting to life with a permanent colostomy, this study explored how perceived social support from family, friends and others influences patients' self-efficacy in managing their stoma and engaging with their social lives. The study employed a descriptive, correlational design to investigate the relationship between social support and self-efficacy in 94 colostomy patients between April 2021 and August 2022. Participants completed the Descriptive Characteristics Form, Multidimensional Scale of Perceived Social Support (MSPSS), and stoma self-efficacy scale (SSES). Descriptive statistics were used to summarise the data, and one-way ANOVA with Tukey HSD post-hoc test examined group differences. Pearson correlation assessed the relationship between age, social support and self-efficacy, while multiple linear regression identified factors independently associated with self-efficacy level. The participants had a mean age of 56.9 ± 14.34 years, and 37.2% had been suffering from stoma complications for a duration ranging from 13 months to 5 years. The mean total score on the MSPSS was 64.3 ± 13.5, whereas the mean total score on the SSES stood at 71.22 ± 20.21. A moderate positive correlation (r = 0.419, p < 0.001) was observed between the total scores from the MSPSS and SSES. The increase in the total score on the MSPSS was a significant predictor (β = 0.293, p = 0.001) of the level of stoma self-efficacy, explaining 48.9% of the variance. Stronger perceived social support was linked to higher stoma self-efficacy in permanent colostomy patients.

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.

A Correlational Study on Professional Identity and Self-Efficacy Among Nursing Students.

Aim To conduct a correlational study on professional identity and self-efficacy among nursing students Background Professional identity, in simple terms, refers to how one perceives oneself in relation to one's profession. Self-efficacy is defined as people's self-confidence in facing challenges and breaking through difficulties. A well-developed level of self-efficacymay enhance professional identity. This study sought to assessthe professional identity and self-efficacy of student nurses enrolled at SRM College of Nursing, SRM Institute of Science and Technology, Kattankulathur, India, examine the relationship between professional identity and self-efficacy, and explore how self-efficacy and professional identity levels relate to demographic variables. Methodology A descriptive research design was utilized to assess the professional identity as well as the self-efficacy of 202 student nurses. The subjects were surveyed using the General Self-Efficacy Scale and Professional Identity Scale for Nursing Students questionnaires to analyze their levels of self-efficacy and professional identity, respectively. Result The results indicate that among the 202 students surveyed, 102 (50.5%) possess a moderate level of self-efficacy, and 71 (35.1%) possess a moderate level of professional identity. A strong positive correlation was found between professional identity and self-efficacy (r=0.489), implying that the student nurses with a prominent degree of self-efficacy have a compelling degree of professional identity and vice-versa. Conclusion In this investigation, most of the studentsdemonstrated moderate levels of self-efficacy as well as professional identity. Additionally, a robust correlation was observed between self-efficacy and professional identity.

Identifying associations between sample characteristics, symptoms, and self-efficacy differences in adult patients with rare tumors of the central nervous system who participated in a novel web-based natural history study.

High self-efficacy is associated with improved self-care and reduced symptoms in cancer patients but has not been fully interrogated in adults with central nervous system (CNS) cancers. We aimed to identify the relationship between self-efficacy levels in managing emotions (SEMEM) and social interactions (SEMSI) by examining sample characteristics and symptom burden. Sample characteristics and patient-reported outcome (PRO) measures addressing self-efficacy (PROMIS SEMEM & SEMSI) and symptom burden (MDASI BT or SP) were collected in a novel web-based study of 158 adult patients diagnosed with rare CNS tumors. The sample was predominantly female (73%), diagnosed with an ependymoma (66%), and had a median age of 45 (19-75). Low SEMEM was associated with a longer duration of symptoms before surgery (r = -0.26) and female gender (92%) among brain tumor (BT) participants and in spinal cord tumors (SCT), those with lower education (r = 0.29). Reporting low SEMSI was associated with being married (42%), lower education (r = 0.22), and a prolonged time with symptoms before surgery (r = 0.29) in those with BTs, with no associations identified in SCT. More severe mood-related interference (including mood, enjoyment of life, and relationship with others) was associated with lower SEMEM among both locations (r = -0.61 brain, r = -0.28 spine) and SEMSI in BT participants (r = -0.54). Low self-efficacy was linked to a prolonged time between symptom onset and initial surgery, education, gender, and marital status and was associated with higher mood-related interference. Understanding characteristics associated with low self-efficacy underscores a need for future studies to tailor interventions that enhance self-efficacy.

Self-care styles of patients with chronic obstructive pulmonary disease: A mixed methods case study

BackgroundIn people affected by chronic obstructive pulmonary disease (COPD), self-care is crucial for improving quality of life, decreasing symptom burden, and reducing health care-related costs. Unlike other chronic conditions, little is known about the factors that influence different self-care styles in COPD patients. ObjectivesTo explore the factors that could influence the self-care styles of patients with COPD. MethodsA mixed methods case study design was used. Quantitative and qualitative data were collected at the same stage in a purposive sample of patients with COPD through questionnaires, interviews, and focus groups. Data were analyzed separately and then integrated to compare the cases. ResultsThirty-seven patients with COPD were recruited from an outpatient clinic, pulmonary rehabilitation unit and online in a patient support group. On average, participants scored below the level of adequacy in all self-care dimensions. Self-care maintenance was influenced by patient age, education level, and economic status. Most participants reported performing self-care behaviors, while some did not because they found it difficult or because they did not recognize their importance. When the quantitative and qualitative data of patients with higher and lower levels of self-care were integrated, four different styles of self-care were identified according to COPD severity, psychological distress and level of self-efficacy: proactive, inactive, reactive, and hypoactive. ConclusionsPersonal, clinical, psychological, and social factors not only influence the level of self-care performed by COPD patients but also contribute to the understanding of different self-care styles. This knowledge could support health care professionals in tailoring educational interventions.

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.

Self-Efficacy in Core Linguistic Competencies of English Majors An Empirical Analysis at Zhejiang Wanli University

This study examines self-efficacy levels among English majors at Zhejiang Wanli University across essential language skills using Banduras self-efficacy theory. The research identifies key elements influencing self-efficacy and their relationship with specific language abilities and overall self-efficacy. By surveying 121 English majors through random sampling, four interconnected elements related to linguistic skills were identified. The results reveal a strong positive correlation between these competencies and overall self-efficacy, highlighting the importance of balanced language skill development. The findings stress the need for educational strategies that enhance confidence and proficiency in English acquisition by focusing on the comprehensive development of listening, speaking, reading, and writing skills. This comprehensive approach can significantly contribute to the overall academic performance and language proficiency of English majors, providing insights for educators to tailor their teaching methods effectively.

Exploring the Interplay of Self-Confidence and Self-Efficacy: An In-Depth Examination in Crafting Intervention Strategies

The world has shaken the physical and mental well-being of the global citizenry. The student populace faces added burdens and struggles in light of the pandemic due to the abrupt shift in learning modality and educational delivery to cope with the “new normal.” [1] This study aims to probe the relationship between self-confidence and self-efficacy among grade 2 students of First City Providential College through a descriptive correlational study. Students who believe highly in their capacities are likelier to be more confident. It is recommended that schools instill policies to augment students’ self-confidence and self-efficacy levels to guarantee optimal learning outcomes, despite the current setting. Future researchers may explore the same variables in public schools and far-flung areas to discover the conditional differences amidst the similarity of the shared experiences during the pandemic.

The gender gap in political efficacy: the accelerating effect of classroom discussions

Abstract The gender gap in political self-efficacy originates early in life and is among the most persistent inequalities in political attitudes across Western democracies. The difficulties in accessing data for early adolescents have resulted in limited research available to provide an understanding on how gender differences in political self-efficacy are developed. In this article we provide unique evidence on the development of the efficacy gap during secondary school. The Citizenship Educational Longitudinal study data from England on young people between the ages 11–16 shows that boys increase their levels of political self-efficacy significantly during this period while girls do not. Secondly, we show that teaching methods that are expected to enable the development of internal political efficacy, such as classroom discussions, are accelerating the gender gap in perceived abilities to get engaged in politics. Our findings show that, despite having the same access to classroom discussions in schools, this experience has a positive effect in the development of political efficacy for boys but, if anything, a negative effect for girls. Furthermore, even a small number of boys in the classroom discussions appears detrimental to girls’ political efficacy.