Self-efficacy Beliefs Research Articles

Smartphone and social network addiction in early adolescents: The role of self-regulatory self-efficacy in a pilot school-based intervention.

Youths' online problematic behaviors, such as smartphone or social network sites (SNS) addiction, gained increasing attention nowadays, due to their impact on concurrent and later adjustment, such as emotional and/or behavioral problems, academic impairments, or relational issues. This study aims to evaluate the effectiveness of a pilot school-based intervention to contrast online addictive behaviors while fostering adolescents' self-regulative abilities. The intervention started in January 2022 in an Italian junior high school located in Rome, and consisted of four meetings with students. A total sample of 462 15-year-old adolescents (Mage = 15.2; SD = 0.50; 41% females; Ncontrol = 214; Nintervention = 248) was considered. Within the latent difference score framework, we examined short-term changes from the pre-to-the-postintervention levels of SNS and smartphone addiction, and self-regulatory self-efficacy (SRSE) beliefs as a possible booster of the intervention's effectiveness. Results showed a significant decrease in both online addictions (SNS and smartphone addiction), controlling for age, gender, sexual orientation, and socioeconomic status, because of the short-term efficacy of the project. The buffering effect of SRSE beliefs was further supported. These findings emphasized the usefulness of promoting youths' self-regulative beliefs to contrast problematic tendencies, according to a Positive Youth Development perspective which focused on resources rather than only on the prevention of negative outcomes for youths' adjustment.

The Effect of Task-Based Language Instruction on Shambu Secondary Students’ Speaking Self-Efficacy Beliefs and Benefits

TBLT represents an approach to language learning that prioritizes meaning but does not neglect form. It emphasizes the importance of engaging students' natural abilities to acquire language incidentally as they engage with language as a meaning-making tool. This study attempts to explore the effects of TBLI on Shambu Secondary School students' speaking self-efficacy beliefs in speaking skills performances during the intervention training if improve or not the students’ speaking self efficacy beliefs. To this end, two intact classes were selected in Shambu Secondary School using mixed method research. The treatment group went through twelve week teaching program, whereas the comparison group received the usual conventional instruction. The data were gathered from speaking self efficacy questionnaires and analyzed by using ANCOVA and content analysis was used to analyze the interview data. The results of the quantitative analysis revealed that TBLI increased the students’ English speaking self efficacy beliefs in the areas of their speaking performances. Moreover, the findings of the interview disclosed several themes about the merits of TBLI on students’ self-efficacy in speaking skills performance showing positive responses from the treatment groups. At the end, a range of implications is suggested for the different stakeholders.

Emotion and cognition are two wings of the same bird: Insights into academic emotion regulation, critical thinking, self-efficacy beliefs, academic resilience, and academic engagement in Iranian EFL context

Academic emotion regulation (AER), critical thinking (CT), self-efficacy belief (S-EB), academic resilience (AR), and academic engagement (AE) are all important factors for the success of university students, but their connections have not been thoroughly investigated in Iran. This study aimed to address this research gap by exploring the impact of AER and CT on the state of S-EB, AR, and AE among university students in the English as a foreign language (EFL) context of Iran. The Academic Emotion Regulation Questionnaire, the Watson Glaser Critical Thinking Appraisal Form A, the Self-efficacy Scale, the Academic Resilience Scale, and the SInAPSi Academic Engagement Scale were administered to 411 Iranian EFL university students. The results of structural equation modeling demonstrated that high levels of AER were associated with higher levels of S-EB, AR, and AE. Additionally, CT was found to positively impact S-EB, AR, and AE. The findings contribute to the understanding of the relationships between AER, CT, S-EB, AR, and AE and have practical implications for the implementation of AER and CT in L2 classrooms.

Self-efficacy, Epistemological Beliefs, and Academic Performance in Physics: A Mediation Analysis

Self-efficacy and epistemological beliefs are focal figures in enhancing academic performance in learning Physics. This paper investigates the mediating role of epistemological beliefs about physical science (EBAPS) on the effect of Physics self-efficacy (PSE) on academic performance in Physics (APP) of 456 grade 12 senior high school students enrolled in Science, Technology, Engineering, and Mathematics (STEM) track. A correlational research design was used to analyze, interpret, and propose a statistical model predicting the APP based on the empirical data gathered. The adapted research instruments obtained an excellent reliability index, encoded in a web-based program, and distributed through online platforms. Mediation analysis using PROCESS v3.5 was used to examine the mediating role of EBAPS between PSE and APP. Findings revealed that EBAPS significantly mediated the association between PSE and APP. This indicates that their self-efficacy beliefs can enhance their epistemological beliefs, eventually translating to higher academic performance.

Examining the impact of the number of sources on students’ writing performance and self-efficacy beliefs

Source-based writing is a commonly required task in many academic settings. However, understanding the effect of important task-related characteristics on the students’ writing performance and self-efficacy beliefs remains underexplored. This study used a between-subject design to examine the impact of the number of sources on students’ writing performance and self-efficacy beliefs. A total of 57 students were tested and assigned randomly into two conditions. One group wrote an opinion essay based on information contained in a single source and the other group was requested to complete the same task while being exposed to the same information contained in four sources. Participants in both groups were surveyed on their self-efficacy beliefs before the start and after completion of the task to further determine the effect of each task on their writing confidence. Results showed that the number of texts used as the basis of writing does not in itself necessarily enhance student writing and source use skills, but may help generate more ideas and build up confidence in writing from multiple sources.

'Turning up and tuning in'. Factors associated with parental non-attendance and non-adherence in intervention for young children with speech, language communication needs.

When parents bring their child to appointments and then adhere to agreed speech and language therapy (SLT) recommendations, there is the potential to increase the intensity of the intervention, support generalization and improve outcomes. In SLT, however, little is known about factors that may promote attendance or adherence. Studies in other clinical areas such in medicine, psychology and physiotherapy have identified risk factors for non-attendance or non-adherence that are multifactorial and variable dependent on, for example, population and intervention. To identify rates of non-attendance and non-adherence, and to identify parent or child factors associated with parent involvement in intervention for children under 5 years of age receiving SLT. Parents completed questionnaires at two time points assessing the domains of parents' beliefs (problem perceptions, self-efficacy), personal circumstances (socio-demographics, family functioning), treatment experience and child factors. Predictors of parent attendance and adherence were identified through multiple regression analyses. Non-attendance rates were identified via local health records and non-adherence ascertained using a specific parent-reported measure within the treatment experience domain. Participants (N = 199) were predominantly mothers, and were ethnically and socio-economically diverse, speaking a wide range of languages. Their children presented with a range of speech, language communication needs (SLCN). The rate of non-attendance was 25% and the main predictors of non-attendance were maternal age, education level and two factors within the parent beliefs domain. This model explained 40% of the variance in attendance. The rate of non-adherence in this cohort was 26% with parental rating of the importance of a recommendation and self-efficacy beliefs predicting adherence; this explained 56% of the variance in adherence to SLT recommendations at home. Our research has provided preliminary evidence of the influence of parents' beliefs, personal circumstances and treatment experiences on their involvement in their child's therapy. Speech and language therapists should consider factors impacting attendance and adherence to treatment and explore parental perceptions of their child's SLCN before embarking on an intervention, a foundation for collaborative practice. A possible limitation of this study is that the levels of attrition in our sample led to generally high measured rates of participation, which should be considered in future studies. Future research should explore adherence in treatments with varying doses, with different types of SLCN or interventions and in different settings. What is already known on the subject It is acknowledged that parent involvement in their child's therapy, such as attending and adhering to recommendations, is important but little is known about the rates of involvement and what factors may be associated with attendance and adherence in SLT. Qualitative research has explored parental involvement suggesting that beliefs about an intervention may be pertinent. Extensive research in other clinical areas suggest multiple and varied factors are influential and further exploration of particular populations and interventions is necessary. What this paper adds to the existing knowledge This study identified rates of parental non-attendance and non-adherence in a cohort of predominantly mothers of children under the age of 5 years. It is the first study to measure parent adherence in SLT and identify factors that are associated parental adherence to SLT recommendations. It adds to the small body of SLT specific research in understanding risk factors for non-attendance. What are the potential or actual clinical implications of this work? This study highlights the need for a speech and language therapist to consider and explore parents' perspectives of their child's SLCN as a part of achieving collaboration with a parent in order to achieve the best outcomes. It provides a foundation for further systematic research into parent involvement with the ultimate aim of enhancing outcomes for children with SLCN.

Future time orientation, life projects, and career self-efficacy of unemployed individuals.

This study examined the relationship between two variables of the psychological future [future time orientation (FTO) and life project (LP)] and their relationship with career self-efficacy in unemployed individuals. Participants were 216 unemployed adults (151 women, 65 men), aged from 18 to 67 years old (M = 42.8, SD = 10.57), who responded to measures of distance and impact of future time orientation, identification and involvement in life project and career exploration and decision-making self-efficacy. Results of latent mediation analysis and correlational analysis indicated that there is a direct effect between FTO and LP, but also an indirect (i.e., mediating) effect between them through career self-efficacy beliefs. These findings suggest that unemployed individuals with a stronger sense of future time orientation are more likely to identify and engage with their life projects, and that this organization of their life projects is mediated by their levels of career self-efficacy. Overall, the study provides important insights into the psychological factors that can impact the careers behaviors of unemployed individuals, as well as on the characteristics of career psychological interventions with this public.

Extra-curricular support for entrepreneurship among engineering students: development of entrepreneurial self-efficacy and intentions

This study seeks to understand the impact of extra-curricular entrepreneurship support within a University Based Entrepreneurial Ecosystem (UBEE) on the entrepreneurial self-efficacy and entrepreneurial intentions of engineering students in India. A UBEE can directly affect the likelihood that students identify and exploit entrepreneurial opportunities, which, affects their entrepreneurial intentions. However, there is a dearth of research investigating the impact of university entrepreneurial support initiatives on engineering students’ entrepreneurial intentions and entrepreneurial self-efficacy. This is especially true in the Indian context despite its start-up friendly policies. This study aims to address this gap and contribute to advance knowledge in the area of UBEE research. Grounded in Social Cognitive Theory, this study takes an ecosystem approach that considers the interactions and inter-dependencies among different elements of UBEE, such as entrepreneurial support initiatives and students’ beliefs and intentions to start up. This study adopts a quantitative research design. Survey data was collected from 314 undergraduate engineering students from five engineering colleges in South India and data was analysed using structural equation modelling. Results suggest that the extracurricular support programs within a UBEE significantly influences beliefs of entrepreneurial self-efficacy in students, which in turn predicts the intentions of students to startup new ventures. This study found that entrepreneurial self-efficacy has a mediating effect between the extracurricular support programs and entrepreneurial intentions of engineering students. Findings of this study have several practical and policy implications for government, university management and entrepreneurship educators. This study contributes to the emerging literature on engineering entrepreneurship education.

Adolescents' digital career aspirations: Evidence for gendered pathways in a digital future.

Computers and technology are still perceived as a male domain. As a result of this "digital gender gap" boys aspire careers in the information and communication technology (ICT) branches much more than girls. Guided by the situated expectancy-value theory of motivated behavioral choices, the present study aims to shed light on the predictors of digital career aspirations. Self-report questionnaires were completed by 1018 Austrian adolescents (52.3% girls; 72% non-immigrants; Mage = 13.55, SDage = 0.88) attending 61 Grade 7 and 8 classes located in 17 vocational secondary schools between April and June 2019. Individual and class-level predictors of digital career aspirations were investigated with multilevel modeling. Hierarchical linear models revealed that boys, younger adolescents, and second-generation immigrant adolescents had higher levels of digital career aspirations compared to girls, older adolescents, and non-immigrants. Hours spend with the laptop per day, digital self-efficacy and media appraisal positively predicted digital career aspirations on the individual level, while a higher number of immigrants in the classes and higher levels of teacher discussions about media were significant positive predictors on the class level. The model explained 17% of the individual level and 52% of the class level variance. Cross-level interactions were nonsignificant. These results have major implications for educational practice. Most importantly, educational interventions should enhance girls' digital self-efficacy believes and media appraisal. Furthermore, teachers should increase their discussion about digital media as they foster adolescents' digital career aspirations and might prevent future gender segregation in the ICT sector.

Coping resources and stress due to demands in parents to children with autism spectrum disorder.

Parents to children with autism spectrum disorder (ASD) are exposed to numerous demands in their daily lives and exhibit high levels of stress. The present study aims to find out which coping resources are mediators that help parents cope with these demands and which of those coping resources amplify or reduce stress arising from the demands. Studies often only focus on the connection between coping resources and stress without taking the demands into account at the same time. For this reason, a mediation model was set up to answer the research question. Data from a German questionnaire survey with N = 266 parents who have children with ASD (two to 23 years old) were used. Subjectively perceived demands in everyday life (scale "Parental demands in everyday life"), parental stress ("Parental Stress Inventory", based on Abidin's parenting stress model) and the following coping resources were collected: parental self-efficacy beliefs ("Parents' sense of competence questionnaire"), available social support of parents (scale "Availability of social support") and parental coping strategies (German version of the Brief COPE). An exploratory factor analysis revealed four mediators: dysfunctional coping, functional coping, social support, and self-efficacy. The use of dysfunctional behavior and parental self-efficacy were found to be significant mediators that mediated between daily demands and parental stress. A direct effect of demands on parental stress was also found, implying partial mediation. The two factors of functional coping and support were not found to be significant mediators. Key findings indicate that parental stress resulting from the daily demands of parenting children with ASD can be reduced by high parental self-efficacy and increased by dysfunctional coping. For practice, it can be deduced that dysfunctional coping strategies of parents to children with ASD should be reduced and parental self-efficacy should be strengthened in order to reduce stress which arises from the multiple demands in everyday life.

The Effect of Preservice English Teachers’ Design Thinking on Their ICT Competencies in Hebei: The Mediating Role of ICT Integration Self-Efficacy Beliefs

This study explored the relationship between design thinking, self-efficacy beliefs for integrating information and communication technology (ICT), and ICT competencies of pre-service English teachers (PSETs) in Hebei Province, China. The convenience sampling is used, and participants included 350 PSETs enrolled in four teacher-training colleges in Hebei. Questionnaires were administered to the study participants using the Design Thinking Scale, ICT Integration Self-Efficacy Scale, and ICT Competencies Scale. SPSS25 and AMOS25 were used to analyze the data, and the conclusion of this study was that design thinking has a significant positive effect on ICT competencies, and ICT integration self-efficacy plays a mediating role in the effect of design thinking on ICT competencies. Based on the results of the study, a teaching reform model framework is proposed in conjunction with the English teacher-training program in Hebei Province, China, with a view to providing a reference for future English teacher-training program teaching reform.

Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs

ABSTRACT The purpose of this study was to understand the mechanism linking the quality of professional development (PD) to instructional effectiveness by focusing on the mediating role of teachers’ efficacy beliefs. Based on social cognitive theory and using the Teaching and Learning International Survey (TALIS) 2018 dataset, we confirmed that teacher self-efficacy beliefs significantly mediate the relation between PD quality and three indicators of instructional effectiveness – clarity of instruction, cognitive activation, and classroom management. Specifically, partial mediation was found for clarity of instruction and cognitive activation, while full mediation was found for classroom management. Our findings suggest that the relationship between PD quality and specific types of instructional practice is highly nuanced and mediated by teacher’ self-efficacy beliefs. We discuss the implications of our findings for theory, future research, and practice.

FRI084 The Impact Of COVID-19 On Comorbid Beliefs And Adherence To Self-Management Behaviors Among Breast Cancer Survivors With Type 2 Diabetes

Abstract Disclosure: S. Lambert: None. J.E. Itty: None. L. Guerra: None. M. Goel: None. J.J. Lin: None. Y.T. Harris: None. Introduction: During the first year of the Covid-19 pandemic, anxiety and depression rates increased substantially worldwide. Anxiety and depression can affect self-efficacy and health-related beliefs as well as diabetes self-management behaviors (DSMBs) such as diet, exercise, and medication adherence, which are crucial for glycemic control and preventing complications. Both Type 2 diabetes mellitus (T2DM) and breast cancer pose an increased risk of complications from Covid, which could exacerbate pandemic-related distress in patients with T2DM and a history of breast cancer. We compared diabetes beliefs and adherence to DSMBs in breast cancer survivors with T2DM, before Covid-19 versus during the first Covid-19 surge. Hypothesis: Patients will experience a change in diabetes beliefs and adherence to DSMBs in the setting of the Covid-19 pandemic. Methods: Eligible patients included women ≥ 55 years, diagnosed with Stage 0-IIIA breast cancer in the past 15 years, who had completed chemotherapy and/or were prescribed hormonal therapy, had pre-existing T2DM treated with ≥ 1 oral medication, and had been enrolled in an ongoing study of disease beliefs and cognition in breast cancer survivors with comorbid T2DM. We included patients with a baseline visit prior to Covid and a six-month follow up visit between March - September 2020. We assessed diabetes beliefs with the Illness Perception Questionnaire (IPQ) and DSMB adherence with the Summary of Diabetes Self Care Activities (SDSCA) questionnaire. Self-reported adherence to diabetes medication was assessed with the Medication Adherence Rating Scale (MARS). Signed rank tests were used to compare disease beliefs and DSMB adherence before versus during the first Covid-19 wave. Results: 26 patients completed baseline interviews prior to Covid and a six-month follow up visit during the first Covid-19 surge (mean age: 65 years; 27% White, 35% Black, 11% Asian/Pacific Islander, 27% unanswered). Diabetes beliefs did not differ significantly before versus during Covid (p > 0.05 for all IPQ scales), nor did adherence to DSMBs including diet (days/week following a healthful eating plan: p = 0.87), exercise (days participating in a specific exercise: p = 0.40), and glucose monitoring (days checking blood sugar the number of times recommended: p = 0.84). No significant differences were seen in medication adherence (p = 0.698). Conclusion: In this small sample of breast cancer survivors with T2DM there appears to be no change in diabetes beliefs or DSMB adherence during the first Covid surge compared to baseline. These findings raise the possibility that individual patient factors play a greater role in adherence and disease beliefs than pandemic-related distress. Future analyses will expand the sample size and explore whether the extent to which the Covid-19 pandemic impacted patients moderates their disease beliefs and self-management. Presentation: Friday, June 16, 2023

Science self-efficacy beliefs of upper primary students in Ireland

ABSTRACT This exploratory study aimed to assess the strength of primary school students’ (aged 11–12 years old) Science Self-Efficacy (SSE) beliefs, identify emanating sources, and investigate any gender-related differences. School SSE is defined here as perceived capacity to complete learning outcomes from the upper Irish primary science curriculum. The strengths and sources of participants’ school SSE beliefs were assessed quantitatively (N = 260) using the Irish Science Self-Efficacy Children’s Questionnaire (IS-SEC-Q). Twenty-five students were interviewed to further explore the origins of their SSE, and their perception of science in the classroom. Results indicated that students’ self-efficacy to perform scientific skills was lower than their self-efficacy to answer questions. Mastery experience was found to be the strongest predictor of self-efficacy in science skills, corroborating findings from other educational contexts. However, students report that they seldom engage in hands-on science during school, suggesting that Irish classrooms still lack student-led investigations. Gender-related results are also highlighted. This work serves as the first report of students’ school SSE beliefs in Ireland, expands upon existing literature surrounding the SSE beliefs of pre-adolescent students, and discusses implications for classroom practice.

Following up on the impact of a distance learning teachers’ professional development program in science: Α longitudinal case study

This paper follows up on the impact of a distance learning teachers’ professional development program on their self-efficacy beliefs in the long term. Specifically, it measures the personal self-efficacy beliefs and outcome expectancy beliefs of a group of 122 in-service elementary teachers before the start of the program, immediately after its completion, and two years later. The quantitative was used as the data collection method of the research. The results advocate that both the personal self-efficacy beliefs and the outcome expectancy beliefs of the research participants improved immediately after the program was completed and the former remained relatively improved two years after completion of the program, while the latter returned to the levels they had had before attending the program. Recommendations are made for future research.

THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS’ PERCEIVED IMPORTANCE OF ONLINE TEACHING COMPETENCIES AND THEIR SELF-EFFICACY BELIEFS

Online teaching caught in-service teachers off-guard with emergency distance education and sparked interest to teacher education programs. Purpose of this study is to explore self-efficacy beliefs of prospective teachers in teaching online (SETO) and to determine the relationship between pre-service teachers’ importance of online teaching competencies (IOTC) perceptions and their SETO beliefs. 101 pre-service teachers were asked to fill faculty readiness to teach online scale and the responses were analyzed through ANOVA and Pearson Correlation. The results showed a significant difference between pre-service teachers’ majors, exposure to ICT-related experiences, and their SETO beliefs. In addition, there is a significant relationship between pre-service teachers’ IOCT perceptions and SETO beliefs. Understanding the existing SETO beliefs of pre-service teachers is critical because it provides evidence to reassess how pre-service teachers are supported to build their online teaching competencies. The results are expected to make a significant contribution to research on establishing online teaching competencies in Turkiye and assisting teachers in understanding the value of those competencies; as a result, potential implementers may have stronger online teaching self-efficacy in their distance classrooms. The study suggests incorporating technology-based resources into teacher education courses within a digital pedagogy competencies framework to increase preservice teachers’ self-efficacy.

Colorectal cancer screening status and its association with health belief model variables in a rural population

Abstract Background: Rural populations exhibit low colorectal cancer (CRC) screening rates, which may be a consequence of social determinants of health but may also result from individual health beliefs. This study aimed to explore the association between key health belief model (HBM) variables and CRC screening status in a rural Midwest population. Methods: One hundred thirty six people participated in this cross-sectional study. A survey instrument was developed to capture demographic information and measure the following HBM variables: perceived barriers, perceived benefits, self-efficacy beliefs associated with CRC screening, and knowledge associated with CRC. Results: The response rate for the study was 17.6%. The most endorsed (28.5%) barrier to CRC screening was fear of something going wrong. The most endorsed (86.5%) benefit of CRC screening was confidence that privacy and confidentiality would be protected. There were significant differences (P < .01) in means for perception of barriers, benefits, and self-efficacy according to CRC screening status. In a model which included perception of barriers, benefits, and self-efficacy, only perceived barriers made a unique, significant (P < .05) contribution (OR = 0.823 [0.706–0.958]) in predicting CRC screening status. Conclusions: Key HBM variables, perception of barriers, benefits, and self-efficacy seem to be important factors associated with CRC screening in rural populations and may be appropriate targets for interventions to increase CRC screening.

A Content Analysis of Mathematics Self-Efficacy Themed Articles Published in Türkiye

Self-efficacy belief, which can affect the performance of individuals by determining their approach to goals, tasks and difficulties, has been the subject of numerous studies in different disciplines. Mathematics self-efficacy has become the focus of researchers all over the world, especially because of its strong impact on achievement in educational research. In Turkey, studies conducted with different variables and research designs on the theme of mathematics self-efficacy add richness to the literature, but make it difficult to reveal the current situation of this theme. This study aimed to investigate mathematics self-efficacy themed articles in terms of the field, subject, study group/sampling, applied method, data collection tools, analysis techniques, and publishing language in Turkey. The study was designed as a descriptive content analysis. 101 articles published between 2010 and 2022 were included in the study. Data were analysed by using the MAXQDA 2022 qualitative analysis program. The analysis of the data was based on the code and category list designed by Baş and Özturan Sağırlı (2017). The research concluded that the number of mathematics self-efficacy themed articles in Turkey has increased with fluctuations over the years, but there has been a significant decrease in recent years and these articles focused on the fields of mathematics and geometry education and the subject matter of mathematics self-efficacy, mathematical literacy self-efficacy, and mathematics teaching self-efficacy. In addition, it was determined that the most frequently used methods are surveys and scale development studies. These are followed by experimental design and mixed method studies. Accordingly, it has been concluded that data is often collected through scales/surveys, and very few studies apply qualitative data collection techniques. Moreover, the most used analysis techniques were correlation, t-test and ANOVA. It was determined that the most frequently studied group consists of middle school students and prospective teachers. Most of mathematics self-efficacy themed articles in Turkey were published in Turkish.

Relationship Between Metacognitive Beliefs and Body Image Concerns in Primary Dysmenorrhea Intensity: The Mediating Role of Pain Self-Efficacy in Iranian Students

Background: Given that primary dysmenorrhea can affect individuals' course of life and social activities, it is necessary to consider the role of related variables in its incidence and conduct more studies to take effective measures to reduce this pain. Objectives: This study aims to model the structural equations of the relationship between metacognitive beliefs and body image concerns with the mediating role of pain self-efficacy on the severity of primary dysmenorrhea. Methods: This study adopted a cross-sectional, descriptive correlational research design. A structural equation modeling method was conducted on 724 students studying in the first semester of 2021 - 2022. Questionnaires assessed menstrual pain severity, body image concern, pain self-efficacy, and metacognitive beliefs. Data were analyzed using structural equation modeling, SPSS.25, and AMOS 24. Results: According to data analysis, all indices of fit were appropriate after modifications, and the model had a very good fit at the significance level (χ2/df = 3.619, CFI = 0.931, TLI = 0.910, NFI = 0.907, RMSEA = 0.060, 90%CI [0.053, 0.068], SRMR = 0.077). In examining direct pathways, metacognitive beliefs showed a direct effect on and a negative correlation with the severity of dysmenorrhea. The investigation of indirect pathways also confirmed the effect of metacognitive beliefs on the severity of primary dysmenorrhea with the mediating role of pain self-efficacy. The effect of the direct pathway of body image concern on the severity of primary dysmenorrhea was not significant and was removed from the model. On the other hand, as the examination of the indirect path showed, the effect of body image concerns on the severity of primary dysmenorrhea was mediated by pain self-efficacy. Conclusions: According to the findings, the promotion of mental health was effective in controlling primary dysmenorrhea. Hence, more attention to psychological issues is required through effective practical protocols to provide an introduction to menstrual health and the grounds for performance improvement in girls.

How do you feel reflecting on your teaching practice?

Reflecting on teaching situations is important for student teachers’ professionalization and can be understood as a learning opportunity. However, despite being important for their professional development, only little is known about the interindividual psychological processes that occur when student teachers reflect on their teaching. The present study examines 146 student teachers’ teaching-related self-efficacy beliefs at two timepoints (at the beginning and end of one semester) and their emotion word use in 239 written reflections on differently perceived teaching situations (135 mastery and 104 challenging) using Wald tests and path modelling. First, our results show that student teachers use more positive than negative emotion words in their written reflections. Second, examining relations between situation and emotions, we show that emotion word use differs significantly between teaching situations. Further, higher negative emotion word use in reflections on mastery experiences (positive teaching situations) is associated with lower self-efficacy at the end of one semester. Thus, it is important to focus particularly on the challenges that student teachers experience during teaching when aiming to promote their self-efficacy beliefs.