Control Self-efficacy Research Articles

Exploring the self-control efficacy of risk factors using self-management program in patients with acute coronary

Exploring the self-control efficacy of risk factors using self-management program in patients with acute coronary

Exploring the self-control efficacy of risk factors using self-management program in patients with acute coronary

Abstract Background: Cardiovascular diseases are a major cause of death and disability. Research shows that self-management is better than routine care for improving patients’ awareness of diseases, self-care, and self-efficacy, thereby reducing the recurrence and mortality rates of cardiovascular diseases. Objectives: This study examined the self-control efficacy of risk factors in patients with acute coronary syndrome (ACS) before and after a self-management program. Methods: Purposive sampling was used in this quasi-experimental study. Thirty-eight participants were enrolled from January 1, 2020, to June 30, 2020. The case manager utilized a self-management program as the intervention and developed the “Questionnaire on Self-management of ACS.” Measurements were conducted for each sample before, during, and after the intervention. Results: Each participant in the sample had at least three risk factors for ACS, with an average of 5.3 risk factors. The overall self-management scores before and after the intervention were notably different (F = 135.842, P < 0.001), with significant differences in two dimensions: disease awareness (F = 159.752, P < 0.001) and behavior compliance (F = 111.63, P < 0.001). Conclusion: Controlling the risk factors for ACS requires continuous adjustment and maintenance of lifestyle. Exercise-related behaviors before and after the self-management program showed the worst compliance. Thus, appropriate interventions should be combined with intelligent devices to assist patients in integrating health management into their lifestyles, thereby reducing risk factors and preventing disease recurrence.

From Believing to Doing: The Association Between Leadership Self-Efficacy and the Developmental Leadership Model.

The current study examined the association between leadership self-efficacy and the developmental leadership model. The purpose was to better understand how leadership training transfers to facets of developmental leadership. This was tested in a cross-sectional design with military commanders in the Swedish Armed Forces. The results show that the sub-domain of leader self-control efficacy (the cognitive and emotional ability to remain composure) did not predict developmental leadership, but that leader assertiveness efficacy (the ability to make rational decisions) predicted the two dimensions of the exemplary model, and inspiration and motivation in the developmental leadership model. One possibility is that leader self-control efficacy can be what enables the individual to function within an extreme context, but leader assertiveness efficacy can be what most determines the leadership performance within that context. The possibility for mediatory analyses in further research is discussed.

Direct and sustained effects on leadership self-efficacy due to the inability to complete a parachute training course

The present study examined a parachute training course intended to improve the leadership abilities of future military officers. Two research questions were examined. First, whether there were any differences between completers and non-completers in anxiety, stress, and collective identity at the beginning of the course (time 1), and second, whether there were any differences between completers and non-completers in leadership self-efficacy immediately after the course and at a five-month follow-up (time 2 and time 3). Participants were cadets from the Swedish Military Academy undergoing the course as part of their officer training curriculum. The results showed no significant differences between completers and non-completers in anxiety, stress, and collective identity at the beginning of the course (time 1). Non-completers showed a significant reduction in leader self-control efficacy compared to those who completed the training immediately after the course and at a five-month follow-up (time 2 and 3). Overall, these results indicate that non-completion of this type of demanding training could have negative effects on the individual’s leader self-control efficacy.

Preparing to lead in combat: Development of leadership self-efficacy by static-line parachuting

ABSTRACTThe current study examined whether a static-line parachute program could help prepare future military officers to lead in extreme situations by increasing leadership self-efficacy. Parachute training is commonly used for preparing to lead in combat since it presents a perceived threat to life which requires active mastery. Achieving such mastery facilitates the development of leader self-control efficacy and leader assertiveness efficacy. This assumption was tested in a real training situation within the Swedish Military Academy where two groups of cadets were included in the study. The group of cadets undertaking parachute training conducted repeated measures of assessment of their self-efficacy before and after the course as well as at a five-month follow-up. The results show that parachute training increased leader self-control efficacy when compared to a group of cadets who undertook different training. In addition, the training given contributed to increased leader assertiveness efficacy for both groups.

The Effect of Perceived Meaning of Life and Social Support of Nursing Students on Academic/Career Decision-making Self-efficacy

Background/Objectives: This study is conducted in order to acknowledge nursing student’s self-efficacy in relation to perceived meaning of life and social support, compare variable’s correlation and factors affecting nursing student’s self-efficacy thus providing fundamental data for nursing intervention to promote nursing student’s self-efficacy. Methods/Statistical Analysis: Our subject was 319 freshman and sophomore students in nursing major from S University in G region, and C University in C region, and we studied via descriptive research study. Data is collected through survey answered from April 3rd to 7th, 2017. Questionnaire consisted of total 97 questions categorize into; 9 Questions concerning General Characteristics, 10 Questions for the ‘Meaning of Life’ from MLQ tools, 25 questions for the ‘Social Support’ based on tool developed by Park and later modified, supplemented by Kim, 25 Questions for the ‘Career decision-making Self-efficacy’ from CDMSES-SF tools, and28 questions to measure ‘Academic Self-efficacy’ through self-efficacy scale developed and verified by Kim and Park. Findings: General Characteristics of the subjects were as followed; female 273(14.45%), and 1st grader 156(48.9%), 2nd grader 163(51.1%). In age groups, 272 students (85.3%)were under 24, consisting majority of the group, student answered yes to religion was 216(67.7%) and no was 103(32.3%). Meaning of life scored mean score of 5.09(SD=0.73) out of 1-7 scale, and among the sub-factors, ‘Meaning search’ was the higher than ‘Meaning discovery’. Mean score of ‘Attribution Style’ was 3.37(SD=0.31) within 1-5 scale, ‘Ability’ was the highest sub-factor. Mean score of ‘Academic Self-efficacy’ scored 3.07(SD=0.41) within 1-5 scale, the ‘Self-control efficacy’ was highest sub-factor. Factors relevant to ‘Academic Self-efficacy’ of the undergraduate students were ‘Meaning of Life’ and ‘Attribution Style’ (r=.135, p<.05).‘Attribution Style’ and ‘Academic Self-efficacy’ showed no correlation with sub-factors except for Self-control(r=.162, p<.05) and Confidence(r=.-141, p<.05). As a result of multiple regression analysis, factors influencing student’s Academic Self-efficacy were Meaning of Life, Meaning Discovery, Ability, Ohers, Luck as in order, have explanation power of 15%. Improvements/Applications: In education, we should also consider undergraduate student’s perceived meaning of life, and attribution style factors for them to be capable of using positive coping strategy promoting their academic self-efficacy. All the factors relevant to nursing student’s self-efficacy including meaning of life and social support, career decision-making self-efficacy, academic self-efficacy, and social support and career decision-making self-efficacy, academic self-efficacy, and career decision self-efficacy and academic self-efficacy showed pure correlation. As a result of multiple regression analysis, Influence factor of nursing student’s career decision-making self-efficacy included meaning of life, academic self-efficacy, social support, and incentives to admission(recommendation) in order, these factors 40.4% explanation power to nursing student’s career decision-making self-efficacy. And also, influence factor of nursing student’s academic self-efficacy included career decision-making self-efficacy, sex(male), social support, regular activity(no), regular diet(no), and meaning of life in order, these factors 39.9% explanation power to nursing student’s academic self-efficacy. Improvements/Application: Thus further plan to promote self-efficacy of students in nursing major should consider meaning of life and social support variables.

스마트폰중독 대학생의 자기효능감과 스트레스 대처전략에 관한 연구

The purpose of this study is to find out the difference of sense of self-efficacy and stress encountering strategy of university students under the stress situation depending on the smart-phone user group (addiction group, general user group). For this purpose, the study issues are established as follows. First, it has analyzed what is the correlation of smart-phone addiction, sense of self-efficacy, and stress encountering strategy. Second, it has studied if there is any difference of sense of self-efficacy and stress encountering strategy for the smart-phone user group. In order to verify such study issues, For 1,670 university students in the Chungcheong area, smart-phone addiction scale, sense of self-efficacy scale, and stress encountering method scale were administered. Looking into the study result, first, as a result of the relativity analysis, it displayed the correlation of preference of test difficulty, self-control efficacy and important negative from the smart-phone addiction and sense of self-efficacy. In addition, all sub-variables of smart-phone addiction and avoidance orientation from the stress encountering strategy displayed the important positive correlation, and from the smart-phone addiction, the virtual world orientation and pursuit of social-support displayed the important negative correlations, and all sub-variables (interference with ordinary living, virtual world striving direction, withdrawal, resistance) of smart-phone addiction and problem solving-orientation displayed the negative correlation. Second, as a result of verification for the difference of the smart-phone addiction group and general use group following the sense of self-efficacy, the general use group is shown to have higher self-control efficacy sense than the addiction group. And third, as a result of verifying the difference of stress encountering following the smart-phone addiction group and general use group, the addiction group is shown to be lower than the general use group in terms of social support pursuit and problem solution orientation with the avoidance orientation shown to be higher. This type of result is expected to provide the base data when developing the smart-phone addiction preventive education program by finding out in details for the characteristics of smart-phone addiction group for university students.

Violent Victimization Vulnerability: Testing a Conceptual Model of Personality, Social, and Community Factors

The current study extends theories of crime to explain victimization by examining the direct effects of personality factors (low self-control), social factors (social bonds), and community factors (collective efficacy) on violent victimization. Next, we examine the effects of these theories indirectly through risky lifestyles to impact violent victimization. The proposed conceptual model is tested among a large national sample of youth (ages 12–16) from three waves of the National Longitudinal Study of Adolescent Health data (Add Health). Self-control, social bonds, and collective efficacy impact violent victimization indirectly through their effects on risky lifestyles, including unstructured peer socialization, peer marijuana use, respondents’ own marijuana use, and violence. The proposed conceptual model was generally supported and future directions for research to test and enhance this conceptual model are considered

The Effect of Self-Efficacy and Teacher’s Image on Student Teachers’ Practicum Anxiety

The purpose of this study is to investigate early childhood student teachers` practicum anxiety on the basis of the teacher`s image and self-efficacy during their practicum. The participants of this study were 499 student teachers who were enrolled in the department of early childhood education in a college or a university and had completed the practicum in Daejeon metropolitan city or the Chungcheong area. The instruments for this study were the Teacher`s Image Scale, Practicum Anxiety Scale, Self-efficacy Scale, and a questionnaire for socio-demographic variables. The collected data were analyzed by using a t -test, F test, Pearson``s partial correlation, and multiple regression with SPSS software (version 20.0). The results were as follows: First, the student teachers expressed higher practicum anxiety in a provincial area than in metropolitan city, and their self-efficacy was higher in public kindergarten than in private kindergarten. Further, the highest level of the teacher`s image was obtained in the case of student teachers who enrolled in a 2- or 3-year college program and completed the practicum in the metropolitan city. Second, there was a significant negative correlation between the sum of student teachers` practicum anxiety and their professional skills of teacher``s image as well as significant correlations between the sum of student teachers` practicum anxiety and their self-efficacy, except self-control efficacy. Finally, the student teachers` practicum anxiety was found to be 17.5%-24.4% and was explained the most by the confidence of self-efficacy.

Identity and self-control

Deficits in self-control increase the likelihood of ‘unhealthy’ eating and drinking behaviours. Although beliefs about the self are recognised as a key determinant of behaviour in social psychology, there has been little examination of how beliefs about self-control impact on the likelihood of acting in a self-controlled manner. One hypothesis is that the extent to which individuals regard being self-controlled as part of their identity (their sense of self) may predict whether they are self-controlled when around food and alcohol. In the present study, 89 female undergraduate psychology students (M = 19.1 yrs, SD = 1.3) completed an online survey. The survey included measures of self-control identity (e.g. ‘I personally value self-control around alcohol’), self-control efficacy (e.g. “I find it very easy to be self-controlled around food’), demographics, self-reported weight and height and weekly alcohol consumption. Participants also completed two intention measures: intentions to be self-controlled when around food/alcohol and intentions to avoid tempting situations involving food/alcohol during the next few weeks. Linear regression models indicated that self-control identity significantly predicted both intention measures for food and alcohol: participants that identified self-control as an important part of their identity reported they were more likely to intend to exert self-control and avoid tempting situations in the future. Findings indicate that identity may influence intentions to exert self-control. Identity manipulations to promote a greater sense of self-control value could promote self-control around food and alcohol.

중·고등학생의 자기효능감과 자기결정성 동기 및 학업성취간의 관계 연구

The purpose of this study is to investigate the relationship among self-efficacy, motivation proposed by self-determination theory and academic achievement and to confirm the relative predictive power of motivation variables in predicting 480 middle/high students` achievement. The instruments used in this study were `Self-efficacy` and `Self - regulation` scale. The data were analyzed with Pearson correlations and multiple regression (stepwised) analysis. The correlations among self-efficacy, self-determination motivation and academic achievement were significant. The variables among self-determination were correlated to academic achievement in middle school. Among the variables of self-determination motivation, identified regulation, Integrated regulation and intrinsic regulation were positively related to academic achievement in high school but amotivation was negatively related to academic achievement. Self-control efficacy and self-confidence were the significance predictor of academic achievement in middle school. Hard-task preference and self-control efficacy were the significance predictor of academic achievement in high school students. Introjected-regulation was the best predictor of academic achievement in middle school. Identified-regulation was the best predictor of academic achievement in high school.

중학생의 창의적 사고능력과 자기 효능감, 자기 결정성 동기 간의 관계

The purpose of this study is to investigate the relationship among self-efficacy, self-determinative motivation and creative thinking ability. And to confirm the relative predictive power of motivation variables in predicting middle school students' creative thinking ability. The instruments used in this study were 'TTCT', 'Self-efficacy' and 'Self - Regulation Scale '. Self-reported response data on these instruments from 212 middle school students in Seoul were analyzed. The data were analyzed with descriptive statistics, Pearson correlations, multiple stepwise regression analysis by using SPSS 18.0. The major results of this study were as follows; First, the correlations among self-efficacy, self-determinative motivation and creative thinking ability were significant. Second, Task difficulty preferred, self-control efficacy and internal motivation were the best predictor of creative thinking ability in middle school students. This study suggested that Task difficulty preferred, self-control efficacy and internal motivation is essential to improve creative thinking ability in middle school

The Relationship among the Learning Motivation, the Characteristics of Multiple Intelligence and Academic Achievement in Medical School Students

The purpose of this study was to analyze the relationship among medical students’ learning motivation, characteristics of multiple intelligence, and academic achievement. The participants were 144 medical students. The data were collected by administering learning motivation tests (self-confidence, self-efficacy, level of task, emotion of learning, learning behavior, failure tolerance, task difficulty, and academic self-efficacy), a multiple intelligence test (linguistic intelligence, logical-mathematical intelligence, musical intelligence, bodily-kinesthetic intelligence, spatial intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalistic intelligence), and two semesters of grades. There is a correlation between multiple intelligences and learning motivation. Among academic self-efficacy of academic motivation, the self-control efficacy (0.28) and behavior (0.18) subscales are significantly positively correlated with academic achievement. However, the emotion subscale (-0.18) was significantly negatively correlated. Learning motivation was correlated with two of the eight multiple intelligence profiles: the intrapersonal intelligence (0.18) and bodily-kinesthetic intelligence (-0.19). The structural equation modeling analysis showed that the behavior and self-control efficacy subscales of intrapersonal intelligence had an impact on academic achievement. An analysis according to the academic achievement group showed significant differences in self-control efficacy and emotion subscales with intrapersonal intelligence. A positive relationship can be observed between learning motivation and some characteristics of multiple intelligence of medical school students. In light of the findings, it is worth examining whether we can control medical students’ learning motivation through educational programs targeting self-control efficacy and intrapersonal intelligence.

요양보호사의 자기 효능감이 업무만족과 업무몰입에 미치는 영향에서 임파워먼트의 매개효과

이 연구는 노인복지시설 종사자인 요양보호사의 자기효능감, 임파워먼트가 직 간접적으로 업무만족 및 업무몰입에 미치는 영향을 알아보고 분석하여 요양보호사의 업무만족과 업무몰입을 높일 수 있는 방안을 모색해 보기위해 시작되었다. 요양보호사들의 자기효능감이 임파워먼트에 미치는 영향을 살펴본 결과 자신감과 자기조절 효능감이 높을수록 임파워먼트가 높음을 알 수 있었으며, 자기효능감이 업무몰입에 미치는 영향으로는 자기조절 효능감과 업무 선호가 높을수록 업무몰입이 높음을 알 수 있었다. 요양보호사들의 업무만족에 미치는 영향으로는 자신감과 자기조절 효능감, 그리고 업무 선호가 높을수록 업무몰입이 높은 것으로 나타났다. 요양보호사들은 개인 임파워먼트와 환경 임파워먼트가 높을수록 업무몰입과 업무만족이 높음을 알 수 있다. 자기효능감이 업무몰입 및 업무만족에 미치는 영향으로 임파워먼트의 매개효과가 있음을 알 수 있다. The study originated in finding the way to improve the job satisfaction and job involvement of care worker, who work in the Elderly Care Facilities, by researching and analysing the influences on the job satisfaction and job involvement of their self-efficacy and empowerment directly or indirectly. The result from the influences on empowerment of care worker self-efficacy was that the higher the self-confidence and self-control efficacy were, the higher the empowerment was. And the influence on job involvement of self-efficacy was that the higher the self-control efficacy and job preference were, the higher the job involvement was. The influence on job satisfaction of care worker was that the higher the self-confidence, self-control efficacy, and job preference were, the higher the job involvement was. The higher care worker individual empowerment and environmental empowerment were, the higher their job involvement and job satisfaction were. We can find out that there is a mediated effect as an influence on job involvement and job satisfaction of self-efficacy.

치위생과 학생들의 성취목표지향성과 자기효능감이 전공적응 및 만족에 미치는 영향

Objectives : The purpose of this research is to examine the effects of the goal achievement orientation of the students in dental-hygiene practice classes on their self-efficacy and on their adaptation to and satisfaction with their major. Methods : A survey was conducted among the dental-hygiene students in schools located in the Daegu region on October 24-31, 2011. A total of 212 accomplished questionnaires were gathered as sources of final analytical data. Statistical analysis was conducted on the collected data, using the SPSS 19.0 program. Results : 1. The students who had good personal relationships(p=.000) and who chose their major and school based on their aptitude(p=.029) were found to have a higher degree of satisfaction than those who did not have good personal relationships and who did not choose their major and school based on their aptitude. 2. Self-confidence(p=.004), self-control efficacy(p=.000), mastery approach(p=.000), and performance approach(p=.003) were found to have positive correlations with major adaptation while task difficulty preference(p=.000) was found to have a negative correlation with the same. 3. Self-confidence(p=.004), self-control efficacy(p=.000), mastery approach(p=.000), and performance approach(p=.045) were also found to have a positive correlation with major satisfaction while task difficulty preference(p=.000) was found to have a negative correlation with the same. 4. Mastery approach(p=.000) in goal achievement orientation was found to have a positive effect on self-efficacy while mastery avoidance(p=.001) was found to have a negative effect on the same. Mastery avoidance showed the greatest effect on self-confidence(p=.000) while mastery approach showed the greatest effect on self-control efficacy(p=.000) and task difficulty preference(p=.000). 5. In goal achievement orientation, mastery approach(p=.000) was found to have a positive effect on major adaptation while mastery avoidance was found to have a negative effect on the same. Meanwhile, with regard to self-efficacy, self-control efficacy(p=.037) and task difficulty preference(p=.008) were found to have positive effects on major adaptation. 6. In the case of major satisfaction, mastery approach(p=.000) in goal achievement orientation was found to have a positive effect on it, and in self-efficacy, self-control efficacy(p=.038) and task difficulty preference(p=.002) were found to have positive effects on it. Conclusions : Accordingly, to raise the level of the dental-hygiene students' adaptation to and satisfaction with their major, the students should be given appropriate tasks so that they can raise their mastery goal, and they should be encouraged to raise their approach goal rather than their avoidance goal. In addition, the students should be provided assistance in setting self-expectations and in developing confidence in their capabilities.

미용전공 대학생의 자기효능감과 진로결정요인의 관계 연구

Abstract This study is to know the relations between self-efficacy and a factor to decide their major for beautician students. with questionnaires from 180 beautician students in Seoul, we could see a significant result with p < .05 from self-confidence and self-control efficacy of self-efficacy according to major satisfaction, a high level of significant result with p < .01 from level of difficulty of assignment, a significant result with p < .05 from information collect of career-deciding factor, and a greatly high level with p < .001 from goal setting, career planning and self-rating. As to verify the correlation of sub variables between self-efficacy and career-deciding factor, I analyzed it. Then I found that every variables except problem solve in self-confidence of self-efficacy variables showed a significant result and every variables between sub-variables and others in career-deciding factor showed a significant outcome. In conclusion, it is considered that self-efficacy resulting from major satisfaction plays a critical role in students career decision-making and that students self-efficacy and career deciding factors are corelated, given the meaningful outcome from them. 요 약

Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

무용전공자의 완벽주의 성향이 자기효능감 및 공연만족도에 미치는 영향

본 연구의 목적은 무용전공자들의 완벽성향이 자기효능감 및 공연만족에 미치는 영향을 규명하는데 있다. 본 연구는 2009년 현재 충남, 대전 지역 소재의 예술 고등학교 무용과 재학생과 대학교 무용학과에 재학 중인 학생을 연구대상으로 유의표집법(purposive sampling method)을 이용하여 표본을 추출하였다. 구체적으로 크게 충남, 대전으로 이분한 후 한 지역 당 예술 고등학교 1개교와 대학교 1개교를 선정한 다음 무용전공학생들을 1개교 당 각 75명씩 총 4개교에서 총 300명을 표집하였다. 표집된 300명 중 응답이 부실한 설문지를 제외하고 최종 분석에 사용된 사례 수는 274명이었다. 설문지의 타당도는 요인분석, 신뢰도는 신뢰도분석을 통하여 검증되었다. 신뢰도는 Cronbach's <TEX>${\alpha}$</TEX> 값이 .602이상으로 나타났다. 이 연구는 SPSS16.0을 이용하여 요인분석, 신뢰도분석, 회귀분석, 경로분석을 실시하였다. 그 결과는 다음과 같다. 첫째, 완벽성향은 자기효능감 하위변인인 자기조절효능감에 영향을 미친다. 즉, 자기지향 완벽주의, 타인지향 완벽주의 성향이 높을수록 자기효능감은 높다. 둘째, 완벽성향은 공연만족도에 영향을 미친다. 즉, 자기지향 완벽주의 성향이 높을수록 공연만족도는 높다. 셋째, 자기효능감은 공연만족도에 영향을 미친다. 즉, 자기조절효능감이 높을수록 공연만족도는 높다. 넷째, 완벽성향은 자기효능감과 공연만족도에 직 간접적 영향을 미친다. 자기효능감은 공연만족도를 매개하는 변수임을 알 수 있다. The major purpose of this study is to examine how the perfectionism of dance majors affect self-efficacy and performance satisfaction. The sampling of this study was done in 2009, by using purposive sampling method with the subjects who are currently the students of an arts high school and dance majors of a college in Daejeon and Chungcheongnam-do. Specifically, by dividing the district in Chungnam and Daejeon, one arts high school and one college were selected from each district, and 75 dance majors from 4 schools respectively, total 300 students were examined for the study. Among these 300 students, the number of students' questionnaires used in the final analysis is 274, excluding the questionnaires containing inadequate answers. The adequacy of the questionnaire was verified by factor analysis, and the reliability of the questionnaire by reliability analysis. In the matter of reliability, Cronbach's <TEX>${\alpha}$</TEX> turned up to be over .602. In this study, factor analysis, reliability analysis, regression analysis, and course analysis were done by using SPSS16.0. With the above research method and results, I could come to a conclusion as following. Above all, perfectionism affects the subordinate variable of self-efficacy, the self-control efficacy. That is, with the higher self-oriented perfectionism and the other-oriented perfectionism, self-efficacy increases more as well. Secondly, perfectionism affects performance satisfaction. In other words, the higher self-oriented perfectionism, the higher performance satisfaction. Thirdly, self-efficacy affects performance satisfaction. That is, higher self-control efficacy makes the performance satisfaction higher. Lastly, perfectionism affects self-efficacy and performance satisfaction either directly or indirectly. Now it is obvious that self-efficacy is the variable that intermediate performance satisfaction.

Perceived psychophysiological control: The effects of power versus powerlessness

The current popularity of biofeedback training in self-control is often linked to its psychological benefits. However, the perception of control, whether veridical or not, may be playing a key role in the therapeutic benefits attributed to biofeedback. A total of 120 randomly assigned undergraduate women received two trials of false heart-rate feedback on a task presented either as biofeedback self-control or as externally controlled, due to physiological response to color of room illumination. Perceived efficacy or inefficacy and direction of suggested change were also manipulated. As predicted, perceived effective self-control resulted in more positive mood, internal attributions, and higher performance expectations; perceived ineffective self-control led to opposite results. Significant interactions suggested an important similarity between self-control efficacy and external-control inefficacy, and between self-control inefficacy and external-control efficacy. Results were related to the concept of personal power and powerlessness and to Bandura's theory of self-efficacy.