Personal Outcome Expectations Research Articles

Adoption of Tourist Mobile Applications

The objective of this article is to examine factors that affect the attitude to and use of tourist mobile applications. In line with previous studies, an empirical model that integrates variables of a technological nature and others related to the design and architecture of tourist apps was proposed. An online survey of 156 millennials in Spain was carried out and the data were analysed using the partial least squares methodology. The results validated the hypotheses proposed in the model, achieving a high level of statistical prediction. The results supported that, when choosing a tourist mobile application, tourists take into consideration design aspects, such as visual design and navigation design; personal aspects, such as perceived personal outcome expectations, perceived enjoyment and subjective norm; and operational aspects, such as effort expectations, performance expectations, and conversion rate.

How and Why Trainees Choose a Career in Pediatric Pulmonology. A Qualitative Study.

Background: There is concern that inadequate recruitment of new subspecialty trainees to replace the aging physician population will lead to significant workforce issues in pediatric pulmonology. The factors leading trainees to pursue a fellowship in pediatric pulmonology are unclear.Objective: To gain a better understanding of the decision-making process surrounding the choice to pursue a pediatric pulmonary fellowship and to provide informed recommendations to increase recruitment of new trainees.Methods: Informed by the Social Cognitive Career Theory, eight focus groups were held with pediatric residents and fellows attending the 2019 American Thoracic Society International Conference. Questions focused on personal background, learning experiences, self-efficacy and outcome expectations, interests, and goals. Transcripts were analyzed by conventional content analysis.Results: Fifty-six residents and fellows representing 42 different institutions participated. Responses resulted in seven major themes: 1) attractive aspects of pediatric pulmonology draw trainees to the field, 2) exposure to the breadth and scope of the field is limited, 3) mentorship is key, 4) decisions surrounding fellowship selection occur early in the second year, 5) trainees want flexibility in length and structure of fellowship, 6) financial considerations are not the driving factor in decision-making, and 7) there are inherent aspects of pulmonology that trainees may not enjoy.Conclusion: A lack of broad exposure to pediatric pulmonology during residency results in false perceptions of the field and is a deterrent to recruitment. Improving faculty engagement, guaranteeing broad and early exposure to the field, and creating learning experiences aimed at raising self-efficacy may improve recruitment and ultimately improve the pediatric pulmonary workforce.

Teachers’ Efficacy Beliefs in Mathematics Teaching: A Study of Public Primary Schools in Sarawak

The Ministry of Education in Malaysia has voiced concern over the serious problems of underachieving primary school students in Mathematics. While the Ministry is gearing its education direction towards a new generation of STEM experts, the teachers have been assigned to shoulder the movement of the vision. Hence, their views must be understood. A study was conducted among 66 Mathematics teachers from 39 public primary schools in the sub-urban district of Samarahan inMalaysia to understand their mathematics teaching efficacy. The Mathematics Teaching Efficacy Beliefs Instrument (MTEBI) by Enochs, Smith and Huinker (2000) was adapted and used in the data collection. Quantitative data analysis methods include descriptive statistics and the analysis of variance. The results indicated that the teachers were confident of their efficacy in Mathematics teaching. Specifically, the teachers’ personal efficacy was slightly lower than outcome expectancy. In addition, there was a moderate positive significant relationship between teachers’ personal efficacy and outcome expectancy. Gender, years of Mathematics teaching experience and highest education attained were not significant to teachers’ efficacy.

Science Teachers’ Perceptions of Personal Science Efficacy Beliefs and Science Teaching in Saudi Arabia, Pakistan, and the United Arab Emirates

This study sought to explore the science efficacy beliefs of in-service teachers from the Kingdom of Saudi Arabia (KSA) (n = 226), Pakistan (n = 130), and the United Arab Emirates (UAE) (n = 99) by administering the Science Teaching Efficacy Belief Instrument (STEBI-B) in a cross-sectional survey research design. A comparison of the three datasets indicated differences in terms of teachers’ personal science teaching efficacy (PSTE) and science teaching outcome expectancy efficacy (STOE). Teachers’ academic qualifications and experience showed relevance with the PSTE and STOE of the KSA sample but did not show relevance for UAE and Pakistan. These results have implications for teacher education programs in all three countries, which need to strengthen their teaching content and make science teachers more efficacious in order to bring about positive changes in students’ science learning. Other recommendations include: providing culturally tailored teacher education that respects the role of cultural adaptation, nationality, gender, academic qualifications, and years of teaching experience; and introducing effective professional development models to strengthen science teachers’ efficacy beliefs.

Exploring relationships between climate change beliefs and energy preferences: A network analysis of the European Social Survey

Understanding public attitudes to climate change and energy preferences is key to a successful transformation to a low-carbon society. While many studies have examined relationships between specific variables, little is known about the breadth of relationships between multiple climate and energy-relevant concepts. In this paper we used network models to explore and visualize relationships between climate change beliefs and energy preferences, using data from Round 8 of the European Social Survey (ESS8). ESS8 was conducted in 22 European countries and Israel. We found positive relationships between climate change salience, climate change beliefs, climate change concern, personal norm, and personal outcome expectancy, in line with prominent theories within the area. Moreover, beliefs on efficacy of actions of different actors (i.e., governments, large groups of people) to reduce climate change were positively related, and participants had consistent preferences for fossil energy sources or renewable energy sources, respectively. Furthermore, two types of energy security concerns could be distinguished, reflecting temporary and long term threats to energy security, respectively. Energy supply source preferences, energy policy support, and energy conservation behaviors were mostly not uniquely related to the other module variables. Furthermore, the relationships between variables, reflected in the network structure, were comparable across countries.

Citizens' continuous use of eGovernment services: The role of self-efficacy, outcome expectations and satisfaction

The continuous use of eGovernment services is a de facto for its prosperity and success. A generalised sense of citizens' self-efficacy, expectations, and satisfaction offer opportunities for governments to further retain needed engagements. This study examines the factors influencing citizens' continuance use of eGovernment services. Through the integration of Social Cognitive Theory, Expectation Confirmation Theory, DeLone and McLean IS success model, and E-S-QUAL, a survey of 471 citizens in the UK, engaging in online public services, found that prior experience, social influence, information quality, and service quality, personal outcome expectation, and satisfaction, are significant predictors of citizens' intention to use eGovernment, when they are regulated, through citizens' self-efficacy. The present study extends the roles of pre-adoption and post-adoption by offering a self-regulating process. Therefore, it demonstrates how critical it is for the government's leaders to understand the patterns of the long-term process for electronic systems continually.

What drives users’ participation in online social Q&A communities? An empirical study based on social cognitive theory

Purpose The purpose of this paper is to examine some drivers of users’ participation in online social question-and-answer (Q&A) communities based on social cognitive theory and then identify the underlying mechanism of this process. Design/methodology/approach This study developed a research model to test the proposed hypotheses, and an online survey was employed to collected data. Totally, 313 valid responses were collected, and partial least squares structural equation modeling was adopted to analyze these data. Findings This study empirically finds that the outcome expectations (personal outcome expectations and knowledge self-management outcome expectations) are positively related to participation in online social Q&A communities. At the same time, users’ self-efficacy positively influences their participation behaviors. It can not only directly motivate users’ participation, but also indirectly promote participation behaviors through the two dimensions of outcome expectations. Besides, perceived expertise and perceived similarity are two positive and significant environmental elements affecting users’ participation. Originality/value This study extends the understanding about how participation behaviors will be motivated in the context of online social Q&A communities. Drawing on the social cognitive theory, constructs were established based on the features of these communities. Meanwhile, some mediating effects in the motivating process were also discussed.

Engagement in the Online Brand Community: Impacts of Cultural Traits

Although online brand community (OBC) is gaining interest in the decade of social commerce, few studies have investigated the determinants of consumer engagement in an OBC and the relationship between their cultural traits and engagement behavior. Based on the service-dominant theory, this study developed an extended research framework to identify the relationship between individual cultural values and determinants of OBC engagement, including resource integration, perceived knowledge quality, and personal outcome expectation. The results from an online survey of 138 respondents from various cultural backgrounds indicated the role of resource integration and perceived knowledge quality on OBC engagement. Cultural values such as collectivism, uncertainty avoidance, and long-term orientation were found to have an impact on OBC engagement through its drivers.

Greek Pre-Service Primary Teachers’ Efficacy Beliefs in Science and Mathematics Teaching: Initial Adaptation of the STEBI-B and MTEBI Instruments

<p style="text-align:justify">Contemporary educational reforms, both in the fields of science and mathematics, highlight the importance of pre-service teachers’ preparation with regard to several meaningful standards. However, teachers’ own self-confidence in science and mathematics teaching are likely to influence their efforts. Framed within a growing body of research focusing on pre-service teachers’ efficacy beliefs in science and mathematics teaching, the present study attempts to investigate Greek pre-service primary teachers’ efficacy beliefs in science and mathematics teaching; and further examine whether there is a relationship between the two. Participants comprised 171 pre-service primary teachers, who were in their second (n = 55), third (n = 64) or fourth year (n = 52) of study and the majority were female (n = 148). Pre-service teachers were asked to complete a questionnaire consisting of the Science Teaching Efficacy Belief Instrument - Form B (STEBI-B) and the Mathematics Teaching Efficacy Belief Instrument (MTEBI). Principal component analyses and reliability analyses were performed for both instruments to examine their adaptation into Greek. According to the results, preservice teachers had medium to high scores in the personal efficacy and outcome expectancy scales, for both science and mathematics teaching. Minor differences in pre-service teachers’ scores were detected according to their year of study. Furthermore, pre-service teachers’ efficacy beliefs in science were strongly correlated with their efficacy beliefs in mathematics. In general, although pre-service teachers appeared to be confident and well-prepared to teach science and mathematics in classrooms, more effort is required to put the international education reform standards into practice.</p>

Research on the Relationship between Media Publicity and Green Consumption Behavior—Based on Social Cognitive Theory

Based on the social cognitive theory, this paper studies the relationship mechanism between media publicity and green consumption behavior through multiple regression analysis, and explores the intermediary role of self-efficacy and personal outcome expectation between media publicity and green consumption behavior. The empirical test results show that the traditional media has no significant impact on consumers’ green consumption behavior, and the new media has a positive impact on consumers’ green consumption behavior. At the same time, self-efficacy and personal outcome expectation play a complete intermediary role in the relationship between traditional media and green consumption behavior, and play a partial intermediary role in the relationship between new media and green consumption behavior.

A Qualitative Exploration of STEM Career Development of High School Students in Taiwan

Although personal inputs and contextual variables in social cognitive career theory (SCCT) are recognized as key factors that affect career interests and choices, research has given minimal attention to the role of these variables in a collectivistic culture context. We present a study examining science, technology, engineering, and mathematics (STEM) career decision-making process of 12 Taiwanese high school students aged 15–17, using a consensual qualitative research method. The data analysis resulted in four domains: personal input, contextual variables, outcome expectations, and self-efficacy identified by SCCT. These results provide a foundation for future research on cross-cultural STEM career development. Implications highlight the importance of counselors in encouraging students of collectivistic culture background to pursue STEM careers.

Smokeless tobacco use: pattern of use, knowledge and perceptions among rural Bangladeshi adolescents.

BackgroundThe aim of the study was to investigate the practice and pattern of smokeless tobacco (SLT) use as well as the knowledge and perception about its ill effects among rural Bangladeshi adolescents.MethodsA cross-sectional survey was conducted among students aged 13–18 years in two rural secondary schools in Bangladesh in August 2015. Data were collected through a self-administered questionnaire which consists of topics derived from the Social Cognitive Theory and Health Belief Model (personal characteristics, environmental factors, self-efficacy, outcome expectancies, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, and cues to action). Data analysis was performed using SPSS version 24. A descriptive analysis was conducted to determine the current pattern of SLT use and knowledge about its ill effects. A chi-square test and Fisher exact test were conducted to explore associations between variables. Lastly, a logistic regression model was used to locate the predictors for current SLT use.ResultsA total of 790 students participated in the study. Among them, 9.5% (75) had used SLT at least once and 3.7% (29) were current SLT users. Males had a higher incidence of SLT use compared with females. The majority of students (77.3%) initiated SLT use between 10–13 years of age. ‘Zarda’ was the most common type of SLT used and most of the current users (86%) were able to buy SLT without age restrictions. Most of the current users (90%) wanted to quit SLT immediately; however, professional help was not available in schools. Overall, students had a good knowledge about the harmful effects of SLT with 54.8% (428) of respondents scoring in the good knowledge category. However, the majority of never SLT users (55.4%; 396) had a good knowledge compared to ever SLT users (42.7%; 32). Significant predictors of current SLT use included being a student aged 14 years and above (OR = 6.58, 95% CI [2.23–28.31]) as well as the variables of self-efficacy (OR = 5.78, 95% CI [1.46–19.65]), perceived barriers (OR = 0.30, 95% CI [0.10–0.74]), perceived benefit (OR = 0.21, 95% CI [0.05–1.03]) and perceived severity (OR = 0.36, 95% CI [0.16–0.91]).DiscussionThis study demonstrates the need for comprehensive prevention and control programme in rural schools targeting young adolescents. Effective measure should be taken to reshape the attitude of rural adolescents towards self-confidence and competence, as to prevent SLT use.

Engaging in knowledge exchange: The instrumental psychological ownership in open innovation communities

Online communities have become a vital channel for professionals to expand their networks and initiate new strategic collaborations. Such online behaviors have led to multiple types of innovation potential that are based on the co-creation of ideas toward new solutions. Yet, very little is known about the role of psychological ownership of knowledge in professionals’ knowledge exchange in these communities that are based on voluntary contributions. We apply the psychological ownership theory and posit that psychological ownership of knowledge is instrumental to increased knowledge exchange intentions of professionals. Informed by the theory, our model incorporates several enablers of online engagement which could be associated with psychological ownership. Our exploratory quantitative study evidences that perceived ownership of knowledge plays a critical instrumental role in idea exchange behavior. We evidence how personal outcome expectations, organizational innovativeness and affective community commitment are associated with psychological ownership of knowledge which is an important predictor of intentions to exchange knowledge in open innovation communities. Implications for theory and practice are discussed.

Making learning visible: Developing preservice teachers' pedagogical content knowledge and teaching efficacy beliefs in environmental education

ABSTRACTRecognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge development. Repeated measures Analysis of Variances on the Environmental Education Self-Efficacy subscales, Personal Environmental Teaching Efficacy and Environmental Teaching Outcome Expectancy, revealed statistically significant pre-post improvements. Unit analysis noted preservice teachers' varied use of components of Park and Oliver's pedagogical content knowledge framework for science teaching. The impacts communities of practice have on preservice teacher development are discussed.

Examining students' intention to continue using blogs for learning: Perspectives from technology acceptance, motivational, and social-cognitive frameworks

This study is designed to investigate factors influencing undergraduate students' continuance intention to use blogs for learning in a management information systems course. Constructs from three theoretical frameworks, i.e., social-cognitive theory, technology acceptance model, and motivation theory were used to guide the study. A cross-sectional survey was used to collect usable data from 108 undergraduate students in a Canadian university. Relevant hypotheses were formulated and tested using the partial least squares technique. The results indicate that perceived self-efficacy, personal outcome expectations, and perceived support for enhancing social ties are pertinent antecedents to students' initial acceptance of blog use for learning. The intrinsic motivational factor of perceived playfulness has a significant effect on students' blog continuance usage intention as does attitude toward blog use for learning. The implications of the study's findings for practice and research are discussed, and avenues for future research outlined.

The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

ABSTRACTThis study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers’ efficacy with inquiry instruction.

Factors enhancing the posting of negative behavior in social media and its impact on venting negative emotions

Purpose Venting negative emotions on social networking sites (SNS) has become a growing phenomenon among dissatisfied customers. Drawing on social cognitive theory (SCT), the purpose of this paper is to explore the effects of personal outcome expectations and computer self-efficacy on the posting of negative behavior and its impact on venting negative emotions on SNS. Design/methodology/approach Structural equation modeling was conducted, and 342 dissatisfied customers in Taiwan made up the sample. Findings This study found that both personal outcome expectations and computer self-efficacy positively affect the posting of negative behavior, which increases the effect of venting negative emotions. Moreover, gender moderates the relationships between the variables in the proposed model. Research limitations/implications A bias may exist because sampling was conducted through an online survey on a specific website. This study extended the SCT model by adding the effect of venting negative emotions to the original model and suggested that researchers take gender into consideration when developing consumer complaint theories. Practical implications This study suggested that service providers need to detect negative statements and take action before these statements lead to switching behavior among dissatisfied customers. Moreover, “webcare” is recommended as an effective tool to counter negative comment effects among those exposed to complaints on SNS. Originality/value This study advanced the understanding of SCT for dissatisfied customers posting negative experiences in the context of SNS.

The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs

This study examined changes in middle school teachers’ beliefs about inquiry, implementation of inquiry practices, and self-efficacy to teach science through inquiry after participating in a year-long professional development program. The professional development model design was based on Bandura’s (1986) social cognitive theory of learning and literature on effective professional development. Using the Electronic Quality of Inquiry Protocol (EQUIP) before and after the program (Marshall, Smart & Horton, 2010), teachers’ quality of inquiry instruction significantly increased across all 4 EQUIP factors. To assess teachers’ inquiry teaching efficacy, the Teaching Science as Inquiry (TSI; Dira-Smolleck, 2004) instrument was administered 3 times to the teacher participants. Changes between time points of TSI administration were examined for personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. Findings for the personal self-efficacy scale showed statistically significant gains from pre-Institute to 1-year follow-up for all 5 inquiry features. Teachers’ outcome expectancy beliefs significantly increased across the program for 3 of the 5 essential features of inquiry. The results indicate the effectiveness of the professional development model at increasing the participants’ inquiry efficacy as well as the quality of their inquiry instruction. Our study provides evidence to support the need to include collaborative practice-teaching and reflection opportunities within professional development models that aim to increase teachers’ use of inquiry-based instructional strategies.

Perceived social support moderates the relationships between variables in the social cognition model

ABSTRACTPosting behaviour on social networking sites (SNS) has become a method enabling unsatisfied users to vent emotions. Based on social cognition theory (SCT), personal outcome expectations and self-efficacy affect posting behaviour for venting emotions on SNS. However, perceived social support (PSS) may alter the relationships within the SCT model. Thus, this study aimed to explore the moderating effect of PSS on the relationships between variables in the SCT model for venting emotions on SNS. In total, 310 unsatisfied customers in Taiwan were investigated, and structural equation modelling was performed to test the hypotheses. The results indicated that personal outcome expectations and self-efficacy were positively associated with posting behaviour which, in turn, increased venting emotions on SNS. Moreover, PSS moderated the relationships between variables in the SCT model.

Understanding the Changing Dynamics of the Gender Gap in Undergraduate Engineering Majors: 1971–2011

In this paper we examine the level and determinants of entering college students’ plans to major in engineering. While the overall level of interest in engineering has fluctuated between 1971 and 2011, a very large gender gap in freshman interest remains. We find that the percent of first-year women who plan to major in engineering is roughly the same today as in the early 1980s. We estimated the impact of predictor variables for five time points: 1976, 1986, 1996, 2006 and 2011. Independent variables were grouped into eight categories: personal inputs, background characteristics, learning experiences, self-efficacy, outcome expectations, interests, contextual influences, and choice goals. We present the findings in terms of those variables that have a consistent effect on the gender gap over time, and those whose effects vary over time.