Mediation Of Self-efficacy Research Articles

The influence mechanism of enterprise digitalization on employee taking charge

PurposeThe proactive activities, as well as the traditional management mode of enterprises, have undergone profound changes in response to the wave of digital transformation. Consequently, understanding the impact of enterprise digitalization on employee taking charge and its underlying influence mechanisms has become a crucial topic for organizational researchers to explore. Taking a self-determination perspective, this study aims to investigate the mechanism through which enterprise digitalization influences employee taking charge.Design/methodology/approachTo achieve this objective, using multi-level structural equation model and bootstrapping, the study collected multi-source data from 358 samples from 30 technology enterprises.FindingsThese results reveal that enterprise digitalization exerts a significant positive effect on employee taking charge via three parallel mediators of job autonomy, self-efficacy and closeness with companions.Originality/valueOverall, the study expands upon the relationship between enterprise digitalization and employee challenge behaviors while offering valuable insights for implementing enterprise digitalization initiatives and facilitating employees' absorption of digitized practices.

The Relationship Between Parental Autonomy Support, Psychological Control, and Academic Adaptation of Middle School Students: The Mediation of Parent-child Relationship and Self-efficacy

In the current contemporary competitive social environment, the academic adaptation (AA) is crucial to personal growth and future development. Many studies have shown that family parenting styles (PSs) significantly impact the academic adaptation. Nonetheless, the existing comprehension of the underlying mechanisms by which parental autonomy support (AS) and psychological control (PC) within family parenting styles influence the academic adjustment of middle school adolescents remains insufficiently elucidated. Therefore, this study explored in depth the influencing mechanism of parental AS, PC, and AA of middle school kids, while analyzing the mediators, i.e., parent-child interactions and self-efficacy (SE). The study results found that parental AS positively influenced academic adaption, whereas PC negatively affected it. The parent-child relationship and SE served as mediators in the relationship between the two variables. This study could be beneficial to improving family PSs and promoting the academic growth of middle school kids, while also emphasizing the significance of building positive parent-child bonds and enhancing students' SE in family parenting.

The relationship between digital learning resource quality, attention control, academic self-efficacy, and college students’ learning engagement: the moderating role of metacognition

ABSTRACT Digital learning has become one of the main modes of instruction for contemporary college students. However, the massive quantity of digital resources has posed challenges to college students’ learning engagement. This study therefore constructed a moderated mediation model to explore the impact of the quality of digital learning resources on learning engagement, the chain mediation effect of attention control and academic self-efficacy, and the moderating effect of metacognition. This paper used a cross-sectional study and structural equation modelling analysis to establish a chain mediation model for the effects on the level of college students’ digital learning engagement. The bootstrap method and multiple hierarchical regression analysis were used to test the mediating and moderating effects of the collected data from 606 samples. The results show that the quality of digital learning resources can affect the level of learning engagement directly or indirectly through the chain mediation of attention control and academic self-efficacy. Metacognition can also enhance the relationship between the quality of digital learning resources, attention control, and academic self-efficacy.

Impact of Transformational Leadership and Creative Self-Efficacy on Innovative Work Behavior in Mobile Application Services

BACKGROUND: Hi-tech engineers in mobile application development services must sincerely endeavor intellectually to create real-value enterprising applications for potential societal problems. OBJECTIVE: This paper gauges the dominating effect of transformational leadership of engineers on innovative work behavior for creative, valuable innovations and explores the effectual mediation of creative self-efficacy for innovative work outcome effectiveness. METHODS: The study tidied 232 over 245 response data (94.7%) from engineer intrapreneurs working in location-based (mobile application development) service organizations for analysis (including 53.5% individual contributors and 46.5% engineer managers). Linear regression analysis was put together in SPSS (Statistical Intelligence Software) to decipher the extending interrelationships between variables. RESULTS:The paper gives awe-inspiring information on the interdependent associations between ITL (Intrapreneur’s Transformational Leadership Direction), ICE (Creative Self Efficacy), and IWB (Innovative Work Behavior) of these Hi-tech engineers. The study creates a sound understanding that other than transformational leadership development, round-the-clock fine-tuning of creative self-efficacy can advance razor-sharp efficiency in innovative projections. CONCLUSIONS: Software companies should accelerate improvements in creative self-efficacy and transformational leadership training for their engineering intrapreneurs for offering better user experiences. Organizations must invest in hiring the right, skilling engineers with creative thinking power, and intelligent situation-specific solutions for conventional societal issues.

FEASIBILITY OF A PHYSICAL ACTIVITY GOAL SETTING INTERVENTION AMONG INSUFFICIENTLY ACTIVE MIDLIFE ADULTS

Abstract Physical activity (PA) during midlife can reduce risk for Alzheimer’s disease and related dementias. However, adherence to national PA guidelines (≥150 min/week of moderate-to-vigorous intensity aerobic PA [MVPA]) among midlife adults is rarely achieved through behavioral PA interventions, which may be due to inconsistent or unsuitable approaches to goal setting. The purpose of this study was to assess the feasibility of a 6-month virtual coaching intervention designed to test the effectiveness of three different goal setting techniques to enhance mechanisms of self-regulation and self-efficacy and increase PA among insufficiently active midlife adults with obesity. Study participants (n=24) were provided a Fitbit to self-monitor their MVPA, received weekly virtual PA coaching conducted via Zoom, and were assigned to 1 of 4 groups: i) static weekly goal of 150 min/week of MVPA, ii) weekly self-selected MVPA goals, iii) modest incremental increase in weekly MVPA goal (20% min/week greater than previous week’s MVPA); or iv) non-goal setting comparison group. Results showed favorable outcomes for retention (91.3% [n=21] retained at 6-months), coaching sessions attendance (85.9% of sessions completed), and Fitbit wear adherence (Fitbit worn for > 10 hour/day on 87.1% of intervention days). Although the small sample precludes use of inferential statistics or examination of group differences, patterns of change suggested that participants experienced improvements in MVPA and psychosocial mediators of self-efficacy and self-regulation. Building upon these results, a forthcoming Stage 2 proof-of-concept trial (n=120) will be conducted to examine the effectiveness of these goal-setting techniques to increase MVPA among midlife adults.

The Effect of Aging Anxiety on Psychological Well-being: The Sequential Mediation of Self-efficacy and Cognitive Flexibility

The Effect of Aging Anxiety on Psychological Well-being: The Sequential Mediation of Self-efficacy and Cognitive Flexibility

The mediating effects of self-efficacy, family health, and perceived stress on the relationship between perceived social support and eHealth literacy in nursing students: a structural equation model

BackgroundThis study aimed to explore the association between perceived social support and eHealth literacy in Chinese nursing students, with a particular emphasis on the mediating effects of self-efficacy, family health, and perceived stress within this relationship.MethodThis study utilized data drawn from the 2023 Psychology and Behavior Investigation of Chinese Residents (PBICR) survey, which involved a sample of 967 nursing students. Structural equation modeling was utilized to examine the relationships among the study variables.ResultsThe mediating effect analysis revealed a negative direct relationship between perceived social support and eHealth literacy in Chinese nursing students (β = -0.149, p < 0.001). Both self-efficacy (β = 0.124, p < 0.05) and family health (β = 0.148, p < 0.05) acted as mediators in the association between perceived social support and eHealth literacy. Additionally, perceived social support positively affected eHealth literacy through a chain mediation of self-efficacy, perceived stress, and family health (β = 0.008, p < 0.05).ConclusionThis study provides valuable insights for developing strategies to enhance nursing students’ eHealth literacy, ultimately contributing to their professional development and the quality of healthcare services they provide.

Effect of stress on study skills self-efficacy in Nursing students: the chain mediating role of general self-efficacy and self-directed learning

BackgroundThe purpose of the study is to explore the current level of nursing students’ study skills self-efficacy, and whether general self-efficacy and self-directed learning ability mediate the relationship between perceived stress (including positive stress and negative stress) and study skills self-efficacy.MethodsThe survey was conducted among 1,289 nursing students including 795 students from Jinzhou Medical University and 494 students from Dalian University. Participants completed a self-designed questionnaire, which included the Study Skills Self-Efficacy Scale, Perceived Stress Scale, General Self-Efficacy Scale, Self-Directed Learning Instrument, gender, age, academic year, and other demographic characteristics. Descriptive analysis, independent-samples t-test, one-way analysis of variance, Pearson correlation analyses, and the bootstrap method were used for data analysis.ResultsPositive stress significantly positively predicted students’ study skills self-efficacy, with an effect size of 0.686. Moreover, general self-efficacy and self-directed learning mediate the relationship between positive stress and study skills self-efficacy in nursing students, with effect sizes of 0.235 and 0.245, respectively. The direct effect of negative pressure on students' study skills self-efficacy is not statistically significant, but it has a significant negative predictive effect on study skills self-efficacy under the mediation of general self-efficacy and self-directed learning, with effect sizes of -0.337 and -0.238, respectively.ConclusionThis study explains how stress affects students’ study skills self-efficacy, and the results have certain enlightenment significance for improving the stress management ability and study skills self-efficacy of college students in the future.

Roles of self-efficacy and self-control in the association between relative deprivation and psychological well-being among undergraduate students during COVID-19 pandemic

Prior research show that relative deprivation can decrease individuals’ psychological well-being. However, the underlying mechanism between relative deprivation and psychological well-being remains unclear. To explore the mediating effects of self-efficacy and self-control on the relationship between relative deprivation and psychological well-being. 426 undergraduate students submitted the online survey that assessed their psychological well-being, relative deprivation, self-efficacy and self-control. Students experienced high levels of psychological well-being, moderate to high levels of relative deprivation and moderate levels of self-efficacy and self-control. Parallel mediators of self-efficacy and self-control on the relationship between relative deprivation and psychological well-being were significant (each p < 0.01). This study explores the underlying mechanism between relative deprivation and psychological well-being by identifying the parallel mediators of self-efficacy and self-control. Effective interventions should be taken to alleviate students’ relative deprivation and promote their self-efficacy, self-control and psychological well-being during future pandemics.

Satisfaction with the Exercise Program and Successful Aging Among Older Adults Who Exercise Regularly: The Multiple Mediation of Physical Self-Efficacy and Exercise Adherence.

As the Republic of Korea transitions towards a super-aged society, the health and mental well-being of older adults are emerging as critical issues. While many researchers are focusing on successful aging among older adults who participate in exercise, there is a research gap in the Korean literature regarding the preconditions that foster this outcome. Therefore, this study analyzed the relationship between satisfaction and exercise, physical self-efficacy (PSE), exercise adherence, and successful aging among Korean older adults who exercise regularly. The participants were 369 (234 male and 135 female) older adults aged 65 or older living in the Republic of Korea, with an average age of 69.91 years. Data were collected from March 2024 to June 2024 and analyzed using descriptive statistics, correlation analysis, and structural equation modeling. There was no problem with the model fit. Satisfaction with exercise positively affected PSE (β = 0.317, p < 0.001), exercise adherence (β = 0.487, p < 0.001), and successful aging (β = 0.669, p < 0.001). PSE positively affected exercise adherence (β = 0.356, p < 0.001), and exercise adherence positively affected successful aging (β = 0.190, p < 0.05). Furthermore, PSE (β = 0.019, p < 0.01) and exercise adherence (β = 0.081, p < 0.05) mediated the relationship between satisfaction with exercise and successful aging. Satisfaction with exercise is important for promoting successful aging among Korean older adults who exercise. Satisfaction with exercise can increase their efficacy for performing physical activities and encourage them to continue exercising. This can ultimately lead to a happy life in old age.

The association between physical activity and anxiety in college students: parallel mediation of life satisfaction and self-efficacy.

To explore the functions that physical activity (PA), life satisfaction, and self-efficacy have in the process of coping with anxiety among Chinese college students, and to explore the mediating role of life satisfaction and self-efficacy in this process. Participants were 358 college students (186 males, 172 females, mean age 20.88, SD = ±1.80). Psychosocial tests including the Physical Activity Rating Scale (PARS-3), College Student Life Satisfaction Scale (CSLSS), General Self-Efficacy Scale (GSES), and Generalized Anxiety Disorder Scale (GAD-7) were completed. Correlations between variables were calculated using Pearson's test. The mediation model was tested using the SPSS 26.0 PROCESS macro and regression bootstrap. Physical activity showed a negative correlation with anxiety (β = -0.1617, p < 0.001., life satisfaction and self-efficacy played a role in the relationship between physical activity and anxiety. More importantly, physical activity was associated with anxiety through parallel mediating effects of life satisfaction and self-efficacy, with a total mediating effect of 55.34%. By increasing college students' participation in physical activity, it helps to promote the growth of their life satisfaction and self-efficacy, which is the key to reducing anxiety and promoting college students' mental health.

Women’s career aspirations: a mechanism of family care work conflict and motivation to continue work

PurposeIn closely knitted eastern societies (e.g. Pakistan), women tend to work for their families, and career is a volunteer choice. The working women often face issues in balancing between these roles and often family pressures influence their work i.e. family care work conflict (FCWC). By valuing the prevalent issue of FCWC, this study aims to identify its relationship with the motivation to continue work (MCW) through mediation of career self-efficacy (CSE) and future time perspectives (FTP).Design/methodology/approachData for the current study are collected from a women sample working in education, health, law firms and banking sector. All in all, 309 completely filled questionnaires were used for analysis purposes.FindingsThe findings of the study reveal that women with high FCWC have low MCW, and CSE partially mediate the relationship. Moreover, FTP moderates the relationship.Originality/valueThe study contributes to literature by considering the mechanism of CSE and FTP between FCWC and MCW. Moreover, a women sample from a closely knitted eastern culture also provides some interesting findings.

The Relationship Between Social Support and Employment Anxiety Among College Students: The Mediating Role of Self-Efficacy

To investigate the effects of social support on employment anxiety and the mediating role of self-efficacy among college students. A total of 449 valid questionnaires were returned through a web-based survey using the Social Support Rating Scale, the Employment Anxiety Scale, and the General Self-Efficacy Scale. The study showed that social support was significantly and negatively correlated with employment anxiety (r=-0.371, P &lt;0.01), social support was significantly and positively correlated with self-efficacy (r=0.313, P &lt;0.01), and self-efficacy was significantly and negatively correlated with employment anxiety (r=-0.309, P &lt;0.01). Self-efficacy partially mediated the relationship between social support and employment anxiety, and the mediating effect accounted for 18.1% of the total effect. Social support of college students can directly affect employment anxiety, but it can also affect employment anxiety through the mediation of self-efficacy.

Exploring the interplay of language mindsets, self-efficacy, engagement, and perceived proficiency in L2 learning

Language mindsets, which are beliefs about personal qualities relevant to language learning and perceived as either fixed or malleable, have become a focus in understanding their roles in shaping language learning processes. Several studies show how they are related to language learning, along with important variables such as self-efficacy. Although research on language mindsets is growing, most studies have focused on their isolated effects, leaving a critical gap in understanding how these mindsets interact with other significant factors to influence language learning in a motivational aspect. This study aimed to address this gap by exploring the interplay between language mindsets, self-efficacy, engagement, and perceived proficiency (PP)—a construct that reflects an individual’s subjective perception of their language skills and is linked to their motivation to learn. A total of 257 students enrolled in English language courses from three universities in Korea joined the study by responding to questionnaires. The results of the path analysis show that a growth mindset did not predict self-PP; notably, however, it predicted PP with the full mediation of self-efficacy. In addition, the indirect effect of the relationship between self-efficacy, engagement, and proficiency was significant but weak. However, the inclusion of a growth mindset strengthened the indirect effect. Conversely, the link between a fixed mindset and PP showed no significant indirect effect through self-efficacy and engagement. The findings highlight the importance of a growth mindset in initiating the process of language learning and underscore the mediating role of self-efficacy in this context, contributing to the development of more effective and pedagogically informed guidance in L2 classrooms.

The mediation of self-efficacy in the effect of entrepreneurship education on the entrepreneurship intention of university students in South Africa

The purpose of this study is to determine the role that self-efficacy plays in the relationship between entrepreneurship education factors and the entrepreneurship intention of university students in South Africa. An online survey was conducted among students registered at a distance learning institution. The results of the study confirmed that the relationship between entrepreneurship education and entrepreneurship intention is mediated by self-efficacy. Self-efficacy does not mediate the relationship between work readiness, career education, entrepreneurship orientation and entrepreneurship intention. However, there is a direct relationship between entrepreneurship education and self-efficacy. Work readiness, career education, and entrepreneurship orientation have a direct relationship with self-efficacy. Higher education institutions must not only incorporate entrepreneurship education into their curriculum, but they must also ensure that efforts are made to encourage students to believe in their ability to establish their own businesses.

Exploring the influence of workplace environment on job performance: a socio-cognitive perspective

This study investigates the evolution of job performance from socio-cognitive and knowledge-based perspectives, focusing on key perceived environmental factors. The research model proposed posits that perceived diversity and procedural justice positively affect job performance through the mediation of job self-efficacy and work engagement. Additionally, knowledge-oriented leadership is examined as a moderator influencing the formation of job self-efficacy and work engagement. Empirical testing of these hypotheses was conducted using field survey data collected from working professionals in a prominent computer and communication firm within the high-tech industry. The findings not only have theoretical and practical implications but also acknowledge certain limitations inherent in the research. Specifically, a limitation of this study is that it surveyed professionals in technology companies, so caution is advised when extending its implications to employees in non-tech sectors.

Effects of social support on music performance anxiety among university music students: chain mediation of emotional intelligence and self-efficacy.

The primary goal of this research is to investigate the relationship between social support and music performance anxiety in the context of social cognitive theory and stimulus-organization-response theory among music university students in China. The study involved both postgraduate and undergraduate students. The suggested framework consisted of three independent variables: parental support, teacher support, and peer support, two mediators: emotional intelligence and self-efficacy, and one dependent variable: music performance anxiety. A survey of 483 students was undertaken, and the data was analyzed using path analysis and structural equation modeling. The study discovered that all three forms of parental, teacher, and peer support were positively associated to both self-efficacy and emotional intelligence, with postgraduate students experiencing the strongest effects. Furthermore, self-efficacy and emotional intelligence had a negative significant effect on music performance anxiety, with the association being stronger among postgraduate students. Finally, self-efficacy and emotional intelligence emerged as significant mediators of the relationship between social support and music performance anxiety. These results add to our knowledge of the mechanisms by which social support influences music performance anxiety.

Child-To-Parent Violence and Parental Psychological Disorders: Serial Multiple Mediation of Social Support, Self-Efficacy and Emotional Dysregulation

ABSTRACT Research about child-to-parent violence (CPV) has increased significantly, although studies from a parental perspective are scarce. Parents describe a lack of social support and psychological distress in the context of CPV. This study explores the mediating roles of social support, self-efficacy and emotional dysregulation in the relationship between CPV and psychological disorders in a sample of 1017 Spanish parents. A serial mediation model was conducted. Social support played a serial mediator role, followed by self-efficacy and emotional dysregulation, in the relationship between CPV and psychological disorders. The results highlight the need to intervene with parents to prevent or mitigate the psychosocial impact of CPV.

Pengaruh Efikasi Diri Terhadap Hasil Belajar Siswa Yang Dimediasi Oleh Disiplin Diri

The success of the process of implementing teaching and learning activities can be measured by the learning outcomes achieved by students. Students's success in learning is influenced by two factors, namely external factors through self-discipline and internal factors namely self-efficacy. The external factor of self-discipline also acts as a mediator of self-efficacy with the learning outcomes of students at SMA Negeri 1 Driyorejo class XI IPS and XII IPS. This research uses a quantitative approach with a type of field research. The research population of students at SMA Negeri 1 Driyorejo class XI IPS and Data collection using questionnaires and data analysis using Moderated Regression Analysis (MRA) assisted by SPSS version 25 research software. The results of the research show that self-efficacy has a positive and significant effect on learning outcomes, self-efficacy has a positive and significant effect on self-discipline, self-discipline has a positive and significant effect on learning outcomes, and self-discipline has a positive and significant mediating effect on learning outcomes, which is clarified as a quasi moderator because the self-efficacy variable has a significant effect on learning outcome variables, the next test is that the self-discipline variable has a significant mediating effect on learning outcomes.

Study on the Relationship Between Parental Autonomy Support, Academic Self-Efficacy, and Career Adaptability of High School Students

This study investigates the relationship between parental autonomy support, academic self-efficacy, and career adaptability of high school students in the context of the new college entrance examination system. Using the Career Adaptability Scale, the Parental Autonomy Support Questionnaire, and the Academic Self-Efficacy Scale, this research tested 440 first-year high school students from four schools in Sichuan Province. The results reveal that (1) parental autonomy support significantly positively predicts career adaptability, indicating that more autonomy support from parents correlates with higher levels of career adaptability in students; (2) parental autonomy support not only directly predicts career adaptability but also affects it through the mediation of academic self-efficacy in students, which plays a partial mediating role.