Self-efficacy Of Participants Research Articles

Unveiling Pre-Service Teachers’ Self-Efficacy: A Comprehensive Analysis of Teaching Materials Utilization

This study investigated pre-service teachers’ self-efficacy in teaching materials utilization (TMU) focusing on the aspects of message design, usage, and visual design, and how demographic factors such as gender, age, university type, year of study, and teaching branch affect their self-efficacy in TMU. A group of 347 pre-service teachers studying at the faculty of education in different universities across Turkey were measured for their self-efficacy in the aspects of message design, usage, and visual design in teaching materials. The study quantitatively revealed that pre-service teachers demonstrated high levels of self-efficacy in all three domains. Notably, pre-service teachers’ self-efficacy varied significantly across demographic variables. Female pre-service teachers generally exhibited higher self-efficacy across all the subscales compared to their male counterparts. Age was also found to influence their self-efficacy in that older participants displayed greater competence. The pre-service teachers from foundation universities showed higher self-efficacy than those from state universities. However, the year of study did not significantly affect self-efficacy levels. Furthermore, significant differences in self-efficacy were also observed across different teaching branches, particularly in message design and usage, but not in visual design. This study contributes valuable insights for teacher education programs by emphasizing the importance of demographic considerations in developing teaching materials competencies among pre-service teachers.

Association Between Current Medical Decision-Making Participation Self-Efficacy and Advance Care Planning Engagement Among Older Adults: Baseline Findings from a Nationwide Longitudinal Cohort Study.

Background and Objectives: Misconceptions of and cultural differences in aging influence older adults' medical decision-making self-efficacy and engagement in advance care planning (ACP). This study aims to investigate the association between current medical decision-making participation self-efficacy and ACP engagement among older individuals receiving home-based medical care (HBMC) in Taiwan. Design: Baseline data analysis of a nationwide cohort study. Setting and Participants: Patients aged ≥50 years who had been consistently receiving HBMC for > two months between November 2019 and December 2022 were recruited. Study recruitment took place at six hospitals and 12 community home care institutions. Measurement and Analysis: A structured questionnaire was used to collect data on sociodemographic characteristics, decision-making participation self-efficacy, and ACP engagement. Descriptive, stratified, and multivariate logistic regression analyses were performed. Results: In total, 408 HBMC recipients were enrolled (average age: 80.4 years; 55% women). The respondents reported moderate decision-making participation self-efficacy but low ACP engagement. In light of the transtheoretical model of behavior change, participants with moderate or high self-efficacy had a significantly higher chance of reaching the "contemplation stage" for ACP decisions (odds ratio or OR 4.06-27.13). Participants were more likely to reach the "preparation and action stages" for ACP decisions only when they had high self-efficacy (OR 2.76-14.73). Conclusions: Although participants with better current medical decision-making self-efficacy were more likely to contemplate ACP, many did not take action beyond appointing a medical surrogate(s). Strategies to enhance decisional self-efficacy, thereby increasing timely ACP discussions among older adults in home settings in Chinese culture, are warranted. Trial registration number: ClinicalTrials.gov Identifier is NCT04250103 which has been registered on 31st January 2020.

The Effect of Language Instruction Subjects Using SPBL on Self-efficacy for Group Work and Learner Class Participation of Pre-service Early Childhood teachers

The Effect of Language Instruction Subjects Using SPBL on Self-efficacy for Group Work and Learner Class Participation of Pre-service Early Childhood teachers

A brief descriptive analysis of a pilot study of peer support training and supervision for Texas firefighters

Background Peer support has been shown to reduce the incidence and severity of mental health disorders among firefighters. This pilot project had two aims: (1) to assess training satisfaction and knowledge, self-efficacy, and skills development of Texas firefighters participating in the International Association of Fire Fighters (IAFF) Peer Support Training, and (2) to determine if newly trained peer support specialists would use monthly phone supervision. Methods The study included 14 Texas firefighters who enrolled in the IAFF Peer Support Training. Pre- and post-tests were administered to evaluate training satisfaction, skills development, self-efficacy, and behavioral health knowledge of participants. Use of phone supervision over 6 months following the training was also recorded. Results Overall, participants reported high satisfaction with the training provided. While self-efficacy regarding detection of mental health issues and therapeutic empathy skills significantly improved following the training, participants did not show a significant improvement in knowledge regarding mental health. Attendance of participants to supervision calls was less than expected, although 71% attended at least one supervision call. Conclusions This project was successful in increasing firefighters’ self-efficacy and therapeutic empathy skills, and participants were highly satisfied with the training. However, further research on follow-up supervision of peer support trainees is needed.

Exploring the Influence of Academic Self-Efficacy on Students' Professional Identity: The Intermediary Role of Social Media Frequency

In recent years, social media has become more and more integral to Chinese daily life as new media has grown and developed. Previously, there were a number of challenges because of the lack of knowledge regarding social media usage and the problems of university students' majors. These challenges include whether the frequency of social media use affects daily learning, the extent to which university students in the new era understand the current state of their majors, whether frequent use of social media supports their studies and the mediating role of social media in these processes. Given these issues, the existing literature lacks comprehensive reference materials. In order to further examine students' learning habits, this study uses a questionnaire survey and a five-point Likert scale to investigate how ASE affects university students' major identification and how social media usage frequency acts as a mediating factor. Based on participants' moderate social media usage frequency, the results suggest a reasonable association between the frequency of social media use and its impact. There is a modest mediation influence of social media, variations in the academic self-efficacy (ASE) of participants, and a substantial positive association between the major identity and self-efficacy of university students.

Predicting Students’ Genuine Learning Interest in Socio-Scientific Issues within an Engaged Learning Context

This study investigated the predictive effect of 11th grade Taiwanese students’ ( N = 878) self-assessed critical thinking, group participation self-efficacy, and active learning on their genuine learning interest (GLI) in socio-scientific issues (SSI). Results showed that active learning had a direct effect on GLI, while critical thinking and group participation self-efficacy had indirect effects on GLI as mediated by active learning. Critical thinking showed a significant direct effect on active learning, and a significant indirect effect on active learning that was mediated by group participation self-efficacy.

“Trust Me, I’m a Doctor.” How TikTok Videos from Different Sources Influence Clinical Trial Participation

ABSTRACT This study experiments with TikTok videos to promote clinical trial participation. More specifically, it examines how short-form video sources (doctors vs. prior volunteers for clinical trials) influence perceived source credibility, self-efficacy, and behavioral intention to participate in clinical trials. Findings from this online experiment (N = 396) showed that doctor sources led to greater behavioral intention through enhancing source credibility compared to prior volunteer sources. Alternatively, prior volunteer sources increased behavioral intention via enhanced self-efficacy for participants with low trust in doctors. These findings contribute to the understanding of how short-form video sources act as heuristic cues, leading to persuasion outcomes. Overall, we recommend featuring doctors when using video-based messages to promote clinical trial participation. Also, this study emphasizes the need for health communication practitioners to consider prior volunteers as spokespersons when targeting populations with low baseline trust in doctors.

Exploring the Strategic Use of TikTok for Clinical Trial Recruitment: How audiences’ Prior Short-Form Video Usage Influences Persuasive Effects

Guided by the elaboration likelihood model and framing theory, this study explores the potential of short-form video platforms (e.g. TikTok), for targeted clinical trial recruitment. An online experiment compared doctor vs. peer-led videos addressing logistical or psychological barriers to participation, mimicking common TikTok communication tactics. Results indicate that high (vs. low) TikTok users are more persuaded by recruitment messages, and they exhibit stronger intentions to participate in clinical trials. Although doctor-sourced messages generate greater credibility and a more favorable message attitude, peer-sourced messages may be more effective in increasing participation intention. Lastly, doctor-sourced videos that address logistical barriers and peer-sourced videos that discuss psychological barriers result in higher self-efficacy for clinical trial participation. This study contributes to the growing body of research on new media’s role in health communication and provides insights into how to strategically utilize TikTok and other short-form video platforms for clinical trial recruitment.

The Mediating Effect of Self-Efficacy on Perceived Supervisor Support on Self-Perceived Employability in Generation Z Participating in the Certified Internship and Independent Study Program

According to demographic trends, Generation Z was 25 percent of the labor force by 2030. Generation Z needs extra preparation because of a lack of work experience and has a propensity for having negative attitudes at work. Participating in an internship program like the Certified Internship and Independent Study is one of those preparations. Participants in this internship gain both practical work and supervised experience by their supervisor. This research aimed to investigate if the existence of self-efficacy can influence self-perceived employability as a mediator and perceived supervisor support as a predictor. The research method used a quantitative approach to 160 Generation Z members participating in the batch 3 internship program (25.5 percent of the population) at an IT company. Hypothesis testing was carried out with the mediation analysis model in the medmod module in Jamovi 2.3.26. The main result was that self-efficacy could partially mediate the effect of perceived supervisor support on self-perceived employability. This means that the existence of self-efficacy can indirectly increase the influence of perceived supervisor support on self-perceived employability. The direct influence of perceived supervisor support on self-perceived employability is smaller than when involving self-efficacy as a mediator. Based on this result, interventions can be made to strengthen the self-efficacy of internship participants, for example, by providing a strong experience so that the supervision program during an internship can strengthen the self-perceived employability of internship participants. In the end, the intern participants can feel the added value of their internship program.

A New Generation of Citizen Scientists: Self-Efficacy and Skill Growth in a Voluntary Project Applied in the College Classroom Setting

Using citizen science resources and projects in university education is a burgeoning pedagogical tool that can promote real-world application of science, autonomous learning, and understanding of self-efficacy in science learning. In this case study, we examined several factors relating to self-efficacy and skill growth in STEM and non-STEM majors in life science courses of different levels at one university. Four life science classes in Fall 2022 (n = 109 students) voluntarily participated in a self-guided pollinator training module. Motivations, previous awareness, participation, and self-efficacy and self-identification for citizen science participation and for general scientific inquiry were assessed through pre- and post-surveys before and after module training. Students characterized themselves as STEM or non-STEM majors to understand self-identity. In having students self-report their identity in STEM, we found a trend (79.2%) of natural resource and agricultural majors ranking themselves as non-STEM. Across all participants, we observed a significant increase for learning outcomes between pre- and post-survey results (ɑ = 0.05). Self-reported non-STEM students showed a positive trend between surveys across survey questions. In comparison, self-reported STEM students showed very little increase across surveys but ranked highly in both pre- and post-survey results (mean = 3.42 out of 4). Overall, our findings suggest that even small-scale citizen science–based projects may increase students’ familiarity with concepts based in scientific inquiry and meet learning outcomes benefitting the goals of both higher education and citizen science initiatives.

Minecraft as an Educational Tool Before, During, and After the Pandemic: A Case Study Research Project

Abstract This study aims to explore the educational potential of Minecraft as a learning environment that supports active teaching methods, especially in remote contexts. It presents the experience of remote laboratory teaching within the MineClass project conducted from 2018 to 2021, addressing the challenges posed by the reduction of in-person and online collaborative activities during the pandemic. The research combines case studies, qualitative and quantitative surveys, and interviews with teachers and students who experienced the educational use of Minecraft before, during, and after the COVID-19 pandemic. The results presented here are based on questionnaires administered to a sample of teachers (n = 237) and students (n = 2,264) to investigate the advantages and limitations of the educational use of the game and differences in terms of student satisfaction, perceived self-efficacy, peer collaboration, school level, and gender of participants. The results reveal that many teachers continued to use Minecraft for distance learning even after the conclusion of the project. Teachers reported a positive impact of the experimentation in terms of student engagement, interest, enthusiasm, and knowledge and skills acquisition. Students provided very positive feedback on overcoming social isolation through immersive learning, with increased motivation, engagement, and the development of cross-cutting competencies.

Home Visits for Postpartum Depression Intervention among Low-Income Latinas: Results from the PST4PPD Project

ABSTRACT Research shows that U.S. Latinas are at risk for high rates of postpartum depression (PPD) but have low rates of treatment compared to non-Hispanic White mothers. This study examined the feasibility of a multi-site home-visiting intervention (PST4PPD) conducted by bilingual community health workers (CHW) among low-income Latina mothers. A one-group, pre/posttest design and paired sample’s t-test were used to measure changes in depressive symptoms and self-efficacy for participants (n = 76) across five sites. The Edinburgh Postnatal Depression Scale (EPDS) and the Patient Health Questionnaire (PHQ-9) were used to assess depression; the New General Self-Efficacy Scale and the Maternal Efficacy Questionnaire measured general self-efficacy and parenting self-efficacy. Depression scores decreased significantly from pretest to posttest. Participants’ general self-efficacy, maternal self-efficacy, and PPD knowledge increased. With a 76% completion rate, demonstrable improvements were seen in participants’ depression and self-efficacy. Implications for addressing modifiable factors such as self-efficacy and stress management are discussed.

PENGARUH VERBAL ENCOURAGEMENT TERHADAP SELF-EFFICACY MAHASISWA DALAM MENGERJAKAN KUIS BAHASA ISYARAT INDONESIA DASAR (BISINDO)

Self-efficacy is one of the essential things that students need to have, especially in academic performance. Self-efficacy has several sources, one of which is verbal persuasion in the form of verbal encouragement. Verbal encouragement can increase individual beliefs about their ability to complete tasks. This experimental study aims to determine the effect of verbal encouragement on self-efficacy. The design used is a between-participant post-test only and conducted online. The sample of this study was 80 students of the Faculty of Psychology, Padjadjaran University, Bandung. The sample was randomly divided into two groups: The experimental group with verbal encouragement and the control group without intervention. Measurement of self-efficacy using two measuring instruments, General Self-efficacy Scale, which measures self-efficacy in general, and New General Self-efficacy Scale to measure self-efficacy more specifically, namely according to the research context. Data analysis using SPSS 26 and the results obtained based on the independent t-test showed that there was a significant effect of providing verbal encouragement on the level of self-efficacy of participants at p-value=0.0015 and p-value=0.000. This shows that giving verbal encouragement can increase the self-efficacy of participants who take tests, especially the Basic Indonesian Sign Language Quiz (BISINDO).

Adaptations to family-based treatment for Medicaid-insured adolescents with anorexia nervosa.

Family-based treatment (FBT) is the leading intervention for adolescents with anorexia nervosa (AN); however, it is under researched in socioeconomically disadvantaged and racially diverse youth. Semi-structured interviews were completed with ten FBT clinicians who practice in publicly-funded settings. Interview questions were focused on implementation challenges, overall acceptability and appropriateness of FBT, and naturally-occurring treatment adaptations. Content analysis revealed common themes relating to the implementation of FBT in publicly-funded, community-based settings: acceptability and appropriateness, complexity and learnability, perceived core components of FBT, cultural adaptations, socioeconomic factors, logistical considerations, organizational and systemic barriers, training acceptability, participant's self-efficacy, and telehealth accommodations. The discussed themes offer insights into the implementation of FBT for settings with limited resources, aligning with prior research on clinical adaptations for multicultural patients. Recognizing these themes can guide clinical adjustments and refine the adapted treatment model in real-world settings for patients facing systemic barriers.

‘I’m going to take my power back and do whatever I can’: The self-efficacy of survivors of intimate partner strangulation and their engagement in research interviews

Purpose: Existing literature identifies the agency used by survivors of domestic violence when they participate in research. However, some human research ethics committees act as gatekeepers on research into survivors’ lived experience due to their perceived vulnerability. This article explores factors that influence survivors’ decision-making when they participate in research interviews. Methods: Sixteen survivors of intimate partner strangulation participated in interviews about their lived experience. The analysis of the interview transcripts was guided by the research question: What factors influence the agency that survivors of domestic violence draw on when making decisions about participating in research interviews? Results: The findings revealed four processes through which the self-efficacy of participants became apparent – cognitive, motivational, affective and selection processes. Self-efficacy underpins a person's agentic behaviours, particularly their decision-making. Conclusion: This article highlights how survivors of intimate partner strangulation, notwithstanding their lived experience of extreme violence, exercise self-efficacy. Knowledge in this area is valuable because it indicates survivors who have left the abusive relationship and have engaged in support can make informed decisions about their participation in research interviews. Such understandings can provide researchers with an increased awareness about the wellbeing of participants during interviews and human research ethics committees can be confident that research participants, who may be considered ‘vulnerable’, have the ability to assess their capacity to engage in research, if the caveats of having left the abusive relationship and having sought support are satisfied.

Responding to challenging behaviour in post-primary schools: Exploring a new authority

This pilot study aimed to evaluate the effectiveness of a staff intervention for post-primary schools using the New Authority approach to behaviour management, an approach informed by the principles of Non Violent Resistance (NVR). A review of the literature highlighted gaps in current approaches to behaviour management, particularly when responding to young people from backgrounds of trauma, chronic stress and socio-economic disadvantage, neurodivergent students and those with neurodevelopmental delays – those to whom behaviour management strategies are most often applied. The intervention aimed to reduce the frequency of unproductive behaviours in the classroom and increase participant self-efficacy, measured both quantitatively and qualitatively through an experimental and outcome evaluation design. Results, though preliminary, showed a reduction in the frequency of a range of aggressive and anti-social behaviours, and a smaller reduction for low-level disruptive behaviours. Results also indicated that participants displayed an increased sense of self-efficacy in management of student behaviour after the intervention. Feedback indicated moderate to high satisfaction with the intervention. Thematic analysis showed that participants valued the increased support from colleagues inherent within the intervention. The New Authority is proposed as a relationship-based response to challenging behaviour in schools that is sensitive to the brain's response to stress, the impact of trauma and disadvantage, and the impact of neurodivergence and neurodevelopmental delays.

Development of the Self-efficacy for Social Participation scale (SOSA) for community-dwelling older adults

BackgroundSocial participation is important for the health of older adults and super-aging societies. However, relatively few independent older adults in advanced countries actually participate in society, even though many of them have the capacity to do so. One possible reason for this could be a lack of self-efficacy for social participation. However, few scales have been developed to measure self-efficacy for social participation among community-dwelling independent older adults. Therefore, we developed the “Self-efficacy for Social Participation” scale (SOSA) to assess the self-efficacy of community-dwelling independent older adults, and examined the scale’s reliability and validity.MethodsWe distributed a self-administered mail survey to approximately 5,000 randomly selected independent older adults throughout Japan. The construct validity of the SOSA was determined using exploratory and confirmatory factor analyses. Criterion-related validity was assessed using the General Self-Efficacy Scale (GSES) and according to subjective health status.ResultsIn total, 1,336 older adults responded to the survey. Exploratory and confirmatory factor analyses identified 12 items distributed among four factors: instrumental self-efficacy, managerial self-efficacy, interpersonal self-efficacy and cultural self-efficacy. The final model had a Cronbach’s alpha of 0.90, goodness-of-fit index of 0.948, adjusted goodness-of-fit index of 0.915, comparative fit index of 0.952, and root mean square error of approximation of 0.078. Significant correlations existed between the SOSA score and GSES (r = 0.550, p < 0.01) and subjective health status (r = 0.384, p < 0.01) scores.ConclusionsThe SOSA showed sufficient reliability and validity to assess self-efficacy for social participation among older adults. This scale could aid efforts to improve the physical and mental health, and longevity, of older adults through increased behavioralizing social participation.

Effect of a School Counselor Training on Self-Efficacy in Crisis Handling

We presented a 4-hour training program designed to enhance school counselors’ self-efficacy in handling school crises, with a specific focus on school shootings. Employing a pretest-posttest research design using the School Counselor Response to Violent Crisis Questionnaire, we found that the training was effective in improving the self-efficacy of participants (&lt;em&gt;n&lt;/em&gt; = 35) in crisis handling. We discovered, in our pilot study, that crisis training specifically tailored to school counselors can be effective in enhancing their self-efficacy in crisis handling. We discuss our study’s implications for school counselors, workshop leaders, school leaders, and researchers.

Relationship between physical activity and coping with stress in people with multiple sclerosis: A moderated mediation model with self-efficacy and disability level as variables

PurposeAn increasing number of studies support the beneficial relationship between physical activity and stress coping in people with multiple sclerosis (MS). However, there has been limited understanding of the variables that may influence the nature of this relationship. Therefore, based on the social-cognitive framework and previous research, we aimed to examine the association between the habitual physical activity of people with MS and their coping effectiveness. Furthermore, we sought to determine the extent to which self-efficacy acts as a mediator in this relationship, considering the level of disability as a moderator variable. MethodsIn this cross-sectional study, a total of 351 people with MS participated. The participants were asked to complete several assessment tools, including the Mini-COPE Inventory for Measurement—Coping with Stress, the Generalized Self-Efficacy Scale, and the Godin Leisure-Time Exercise Questionnaire. Additionally, a neurologist assessed the severity of the disease using the Expanded Disability Status Scale. Information on the demographic and clinical characteristics of the participants was collected via a self-report survey. Two moderated mediation analyses were conducted as part of the study. ResultsThe study findings indicated a positive correlation between engagement in physical activity and self-efficacy among participants with high and medium disability levels. This, in turn, demonstrated a positive association with effective stress-coping strategies and a negative association with ineffective coping methods. In particular, a significant relationship was observed between involvement in physical activity and self-efficacy in participants with high disability, while it was not statistically significant in participants with low disability. ConclusionPhysical activity was associated with improved psychosocial functioning in people with high levels of disability caused by MS. This association may be attributed to factors such as increased self-efficacy and improved stress coping. However, the relationship between physical activity and psychosocial functioning was less evident in people with low disability caused by MS.

STEM Summer Camp for Girls Positively Affects Self-Efficacy

Women and racially and ethnically minoritized populations are underrepresented in science, technology, engineering, and mathematics (STEM). Out-of-school time programs like summer camps can provide positive science experiences that may increase self-efficacy and awareness of STEM opportunities. Such programs often use the same high-impact practices used in K–12 classrooms including relating concepts to real-world examples, engaging students as active participants in inquiry-driven projects, and facilitating learning in a cooperative context. They additionally provide opportunities for engaging in STEM without fear of failure, offer a community of mentors, and allow families to become more involved. We designed a summer camp for middle schoolers who identified as girls, low-income, and as a minoritized race or ethnicity. We describe the design of the camp as well as the results from a simple pre- and post-camp questionnaire that examined each camper’s relationship to science, scientific self-efficacy, and interest in having a job in STEM. We found an increase in self-efficacy in camp participants, which is important because high scientific self-efficacy predicts student performance and persistence in STEM, especially for girls. We did not detect an increase in interest in pursuing a STEM job, likely because of already high values for this question on the pre-camp survey. We add to the growing body of work recognizing the potential of out-of-school time STEM programs to increase scientific self-efficacy for girls and racially minoritized students. Tweet: Summer camp for minoritized middle-school girls increases scientific self-efficacy, a characteristic that may be important for removing barriers to participation in STEM.