Self-efficacy Perceptions Research Articles

Factors Affecting Well-Being and Work Activity in Italian Dental Hygienists During COVID-19 Emergency.

The goal of this study was to assess the effect of the COVID 19 pandemic in terms of work-related stress on a sample of 424 Italian dental hygienists (rate response 98%). It was tested which factors may influence most the perception of stress among Italian dental hygienists, which coping strategies hygienists adopted, and which protective factors may help them to cope with stress. Data were collected during a phase of moderate improvement of epidemiological conditions in Italy (Summer 2021-from June to September) through an online questionnaire, 424 questionnaires were considered for analysis. Results show a perception of good satisfaction among participants about their job, although the level of stress perception seems to be significant. They have also a perception of effective risk management in the workplace. The elements that seem to influence mostly work-related stress levels are associated to (1) repetitive movements and postural changes due to the use of mechanical tools; (2) the use of personal protective equipment (e.g., surgery masks, gloves, etc.); and (3) relations with patients. Results show that participants tend to implement coping strategies such as physical activity and/or spending time with family and/or friends, but it seems that at an organisational level, no systematic measures have been taken. This study shows some protective factors that may help in coping with work-related stress, such as support from the dentist, a good work-life balance, role clarity with respect to the operational and professional role, the perception of self-efficacy at work, good integration into the teamwork and perceived support from colleagues.

Status of Horizontal Violence, Level of Psychological Empowerment, and Their Correlation Among Obstetric Nurses: A Cross-Sectional Survey.

China's maternity policy has led to an increase in work pressure, which has prompted horizontal violence among obstetric nurses. To understand this phenomenon better, we attempted to identify the factors that influence horizontal violence as well as the level of psychological empowerment among obstetric nurses. This cross-sectional survey was conducted among 522 obstetric nurses from December 2022 to February 2023. The findings revealed that 40.42% (211) of the obstetric nurses had experienced horizontal violence in the past 3 months. The overall level of psychological empowerment of obstetric nurses was relatively low. Regression analysis indicated that being a formal worker, being from the area where one serves, the meaning attributed to work, and perceptions of autonomy, self-efficacy, and work impact acted as protective factors against the risk of horizontal violence among obstetric nurses. When compared with the 20-29-year-old age group, those in the 30-39-year-old age group showed a lower risk of experiencing horizontal violence (odds ratio [OR] = 0.369, p < 0.01). Compared with nurses who had worked in obstetrics for < 3 years, those who had worked for 3-5, 6-10, 11-20, and > 20 years showed lower risks of experiencing horizontal violence than the reference level (OR = 0.234, p < 0.05; OR = 0.182, p < 0.05; OR = 0.105, p < 0.05; and OR = 0.056, p < 0.05, respectively). The incidence of horizontal violence among obstetric nurses is high, and the overall level of psychological empowerment is low. Nursing managers can alleviate the occurrence of horizontal violence by augmenting the psychological empowerment level of obstetric nurses.

49 Effects of numeracy and literacy on glycemic control and self-perceived efficacy in youth with type 1 diabetes in Haiti

Abstract Background The management of type 1 diabetes (T1D) in low-resource settings remains a challenge in the context of unfavourable social determinants of health. The effects of literacy and numeracy on glycemic control and self-perceived efficacy in youth living with T1D in low-resource settings have been insufficiently investigated. Objectives We described literacy and numeracy in Haitian youth with T1D and their caregivers and we evaluated their association with hemoglobin A1c (HbA1c) and perceived diabetes management self-efficacy. Design/Methods We conducted a cross-sectional cohort study of youth with T1D treated at the Montrouis clinic in Haiti, between June to December 2017. Inclusion criteria were a diagnosis of T1D at age 0-25 years and at least one parent of Haitian ancestry. One principal caregiver of each youth was also included. Exclusion criteria were inability of informed consent and declined home visit. The study was approved by our Institution Research Ethics Board. Data collection included demographics, clinical data, numeracy questionnaire adapted to the population and the standardized self-efficacy 8-item Perceived Diabetes Self-Management Scale (PDSMS). We used univariate and multivariate linear regression models to evaluate predictors of HbA1c and PDSMS scores. Results We included 85 patients (60% female) and 73 caregivers. Median age at diagnosis and diabetes duration were 14.3 and 3.1 years, respectively. Over 90% of patients had suboptimal (HbA1c &amp;gt;7.0%), poor (HbA1c &amp;gt;9%) or very poor (HbA1c &amp;gt;12%) glycemic control. 76 patients (90.5%) self-reported being able to read, 78 (91.8%) to write and 84 (98.8%) to count. Mothers’ and fathers’ median education years were 7.0 and 11, respectively. 54 parents (74.0%) self-reported being able to read and write. Normalized to 100%, median patient numeracy score was 75.0% and the mean PDSMS score was 65.9%. In univariate models, lower HbA1c was predicted by younger age (p=0.013), but not by gender, diabetes duration, numeracy score, mother’s education or PDSMS score. Higher PDSMS score was predicted by higher numeracy scores (p=0.003), marginally by sex (p=0.057), but not by age, diabetes duration, or mother’s education; in a multivariate model adjusted for age, sex and diabetes duration, higher numeracy remained significant (p=0.006). Conclusion In youth with T1D in Haiti who have ubiquitously poor glycemic control and suboptimal family literacy and numeracy, numeracy is a predictor of self-perceived efficacy of T1D. Further public health interventions addressing numeracy in youth living with T1D in low-resource settings are advised.

Teaching Online in a Developing Country Context

This study explored lecturer perceptions of their use of a Learning Management System (LMS) at a rural university in the Eastern Cape Province of South Africa. The study took place just prior to the COVID-19 lockdown and provides a brief insight into the thoughts of lecturers at this time. A sample of 141 lecturers from six faculties at the rural university completed an online questionnaire. A factor analysis (using principal component analysis and varimax rotation) of 46 items on lecturers’ perceptions of the LMS yielded six factors: their perceptions of usefulness, performance expectancy, self-efficacy, technical support, effort, and institutional support using the LMS. The reliability of factors was confirmed, while group differences were determined with independent sample t-tests and ANOVAs. The results indicate that although lecturers found the LMS to be beneficial, they were reluctant to use it when teaching face-to-face. There was a large discrepancy between the perceived usefulness and their actual use of the LMS. They perceived the LMS to be very useful but found technical- and institutional support to be low, which in turn strongly influenced their low self-efficacy (confidence) to use it. It emerged that increased training and support for lecturers would address both work performance and the confidence of lecturers using the platform. It was also evident that each academic department requires a dedicated teaching and learning consultant and that a centralized teaching and learning division may not be the answer. The one academic department with their own dedicated consultant was the best prepared for the demands of online teaching when the need arose.

Using Theory and Practice to Develop Lottery Ticket Warning Messages as a Means of Promoting More Responsible Gambling

Background Playing the lottery is considered a public health concern in many countries due to financial losses associated with it, but also due to other harmful health and social problems. Focus of the article Informed by both theory and practice, this article focuses on developing lottery ticket warning messages targeting players harmed by excessive spending to promote sustainable behavior change. Research Question What should be communicated in lottery ticket warning messages targeting people at risk to facilitate behavior change and maintain it? Approach We bridge the gap between theory and practice and illustrate how theoretical models and current communications can shape messages. Specifically, we identify and examine lottery ticket warning messages and analyze their relative congruence to prevailing theories to assess the potential effectiveness of the messages and to recommend warning labels for lottery tickets. In addition, we incorporate knowledge used by cognitive psychologists in counselling to create warnings more likely to motivate and sustain behavior change. Importance to the Social Marketing Field Merging academic theory with existent communications ensures better knowledge translation and potentially better outcomes. Introducing verified techniques from Cognitive Behavior Therapy into social marketing initiatives could be a step forward into triggering behavior change. Methods A literature review was conducted to identify and select theoretical models appropriate to guide communications for lottery tickets harmful consumption. Searches were conducted to identify initiatives aiming at persuading and helping at-risk individuals to change their behavior in a healthy manner. Social marketing campaign messages were then compared with theoretical paradigms to identify ways in which campaign messages could be improved. Results Results show campaign messages were relatively consistent with some aspects of the theoretical models. Warning messages provide information that is relevant to the target audience and describe the severity and vulnerability of irresponsible consumption. They also attempt to decrease perceived costs and increase perceived self-efficacy in a variety of ways. Some also attempt to modify cognitive distortions the audience has in respect to chances of winning. However, initiatives should also increase consumers’ perceptions of the response-efficacy by emphasizing their agency, and further enhance individuals’ perception of self-efficacy by incorporating strategies from the Cognitive Model. Recommendations for Research and Practice Academics and practitioners can build on each other’s knowledge on an ongoing basis. By making it default to always consider both theory and practice, initiatives are likely to become more effective. Managers responsible for developing warning messages and implementing social marketing campaigns can experiment with the various theoretical approaches to determine which are comparatively more effective for their situations. Limitations Future research is needed to test the comparative effectiveness of these theories as a basis of creating persuasive warning messages.

The effect of interprofessional education on the surgical team members' self-efficacy perception of interprofessional communication in the healthcare system.

The current study aimed to assess the effect of interprofessional education on participants' self-efficacy perception of interprofessional communication at different levels of a healthcare system (relationships in the interpersonal, interprofessional, and administration levels). This is a sequential explanatory mixed-method study. Learners include surgical residents, surgical technology nurses, and anesthesia nurses (n = 130) who participated in the intervention and control groups. The quasi-experimental study was conducted in the first step. The educational strategy was interprofessional education and the main teaching method was case-based learning. The self-efficacy perception of the participants was assessed by a 26-item questionnaire before and 1 month after the intervention. The descriptive tests (mean, SD, percentage), student t-tests, and ANOVA were analyzed. The participants' experiences were explored through semi-structured interviews. Qualitative content was analyzed by Lundman and Graneheim's approach. The results showed that the scores of the learners in the intervention group (4.05 ± 0.31) improved significantly compared to the control group (3.35 ± 0.37) (p = 0.0001). In the present study, the experiences of the participants were categorized into a theme "explicit and implicit confrontations with perceived distrust in the system" which includes two categories "failure to internalize professionalism among team members" and "dominance of a paternalistic culture within the health care system". The results showed the positive impact of interprofessional education interventions on participants' self-efficacy perception of interprofessional communication. The results showed that interprofessional education, with the participation of different professionals and managers at different levels of a healthcare system, improved the participants' perception of self-efficacy regarding interprofessional communication. The results showed the improvement in the participants' communication with team members and managers required to solve the perceived explicit and implicit confrontations in the surgical departments. The implementation of an interprofessional education strategy focused on interprofessional professionalism and collaboration principles in clinical activities, formal and informal education in the surgical department is recommended.

The effects of emotional expressivity and self-efficacy levels of individuals with substance addiction on treatment compliance

ABSTRACT Objective The present study was conducted to determine the effects of emotional expressivity and self-efficacy levels of individuals with substance addiction on treatment compliance. Methods A total of 183 patients who were receiving substance addiction treatment were included in this cross-sectional study. The data were collected by using the Personal Information Form, EmotionalExpressivity Scale (EES), Self-Efficacy Scale (SES), and Treatment Compliance Scale (TCS). Results In the present study, the emotional expressivity total score average of the participants was found to be 26.53 ± 9.03, their self-efficacy/sufficiency total score average was 74.15 ± 14.84, and their treatment compliance total score average was 85.27 ± 17.25. A negative and significant relationship was detected between the TCS total score and the EES total score of the participants, and there was a positive and significant relationship with the SES total score average (p < .05). Conclusion When the total scores that were received from the scales were evaluated, the participants’ emotional expressivity scores, self-efficacy perceptions, and treatment compliance were at moderate levels. It was concluded that as the level of emotional expressivity decreased, the treatment motivation levels of the individuals increased and the increase in the self-efficacy levels was a factor that boosted individuals’ treatment compliance.

A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments

Teaching presence is a key factor affecting student engagement, yet scant research has examined the uniquely longitudinal effect of teaching presence on student engagement. This study, guided by the the processual, situated, and directional lens of Situated Expectancy-Value Theory (SEVT), employed longitudinal structural equation modeling to analyze data from 258 undergraduate students at a Chinese university, investigating how initial teaching presence influenced subsequent motivational constructs (self-efficacy and course value) and student engagement in blended learning environments. Our findings longitudinally revealed there was an evolving and complex interplay among these constructs. Teaching presence demonstrated a sustained autoregressive effect of itself. Meanwhile, teaching presence acted as a situated catalyst that not only affected student engagement during the observation period but also later perceptions of course value and self-efficacy, which in turn increased student engagement levels at the end of the semester. Furthermore, while self-efficacy and course value mediated the relationship between teaching presence and student engagement, the mediating effect of course value was more pronounced. Additionally, the directionality of predicting relationships, revealing a predominant influence from teaching presence to student engagement, rather than a reciprocal relationship. This research underscores the importance of instructional strategies prioritizing a robust teaching presence to initiate a cycle of positive student engagement in blended learning environments. By understanding the longitudinal effects of teaching presence, educators can develop more effective approaches to enhance student engagement and learning outcomes.

Perception Of Benefits, Barriers, And Self-efficacy Towards Physical Activity Among Women Undergoing Breast Cancer Treatment In Puerto Rico

Perception Of Benefits, Barriers, And Self-efficacy Towards Physical Activity Among Women Undergoing Breast Cancer Treatment In Puerto Rico

Investigation Of The Relationship Between School Administrators 'Attitudes Towards Reporting Child Sexual Abuse And Self-Efficacy Perceptions

This study aims to investigate the relationship between school administrators' attitudes towards reporting child sexual abuse and their self-efficacy perceptions. The research, involved a sample of 205 school administrators working at various levels in the Rize province. The research utilized the relational survey model, a quantitative research method. Data collection tools included the Demographic Information Form, the Attitude Scale towards Reporting Child Sexual Abuse, and the School Administrators' Self-Efficacy Perceptions Scale. The findings revealed a positive and moderately significant relationship between school administrators' attitudes towards reporting child sexual abuse and their self-efficacy perceptions. Additionally, the study concluded that self-efficacy perceptions significantly predicted school administrators' attitudes towards reporting child sexual abuse.

Critical Reading Self-Efficacy Perceptions of Turkish Language Teacher Candidates

Critical Reading Self-Efficacy Perceptions of Turkish Language Teacher Candidates

Double-Edged Effects of Social Strategies on the Well-Being of Autistic People: Impact of Self-Perceived Effort and Efficacy.

Autistic people employ various social strategies to form and maintain interpersonal relationships in their daily environments. These strategies can help autistic people with social interactions (leading to self-perceived efficacy of using social strategies), but can also lead to cognitive fatigue (self-perceived effort of using social strategies). However, previous studies have focused primarily on self-perceived effort, overlooking the self-perceived efficacy of using social strategies, and the balance between self-perceived effort and efficacy. To address this gap, this study examined the impact of autistic people's use of social strategies on their well-being, focusing on self-perceived effort, self-perceived efficacy, and their interaction effect. An online survey was conducted among self-reported autistic people in Japan aged 18-65 years, using a modified Compensation Checklist. Data from 104 self-reported autistic participants were analyzed using linear regression. High self-perceived effort in using social strategies was negatively associated with well-being, whereas high self-perceived efficacy was positively associated with well-being. The interaction effect between effort and efficacy was not significant. These results were supported even when loneliness was used as an index of social well-being. Additionally, the number of strategies used by an autistic person was positively associated with well-being. This study highlights the double-edged effect of autistic people using social strategies, and that using a broader repertoire of social strategies may improve the well-being of autistic people. These findings call for a nuanced approach by researchers and clinicians considering both the positive and negative aspects of using social strategies.

Relationship Between English as a Foreign Language Learners’ Use of Reading Strategies and Their Perceptions of Critical Reading Self-Efficacy

Relationship Between English as a Foreign Language Learners’ Use of Reading Strategies and Their Perceptions of Critical Reading Self-Efficacy

Empowering medical students: bridging gaps with high-fidelity simulations; a mixed-methods study on self-efficacy

BackgroundHigh-fidelity simulations play a crucial role in preparing for high-mortality events like cardiopulmonary arrest, emphasizing the need for rapid and accurate intervention. Proficiency in cardiopulmonary resuscitation(CPR) requires a strong self-efficacy(SE); training for both is crucial. This study assesses the impact of Advanced Life Support(ALS) simulation on SE changes in final-year medical students.MethodsThis mixed-methods prospective simulation study involved medical students in emergency medicine internships, examining self-efficacy perceptions regarding ALS technical skills(ALS-SEP). A comparison was made between students who underwent scenario-based ALS simulation training and those who did not. Competencies in chest compression skills were assessed, and the concordance between ALS-SEP scores and observed CPR performances were evaluated. Focus group interviews were conducted and analyzed using content analysis techniques.ResultsThe study involved 80 students, with 53 in the experimental group(EG) and 27 in the control group(CG). The EG, underwent simulation training, showed a significantly higher ALS-SEP change than the CG(p < 0.05). However, there was low concordance between pre-simulation SEP and actual performance. Compression skills success rates were inadequate. Qualitative analysis revealed main themes as"learning“(32.6%), “self-efficacy“(29%), “simulation method“(21.3%), and “development“(16.5%).DiscussionPost-simulation, students reported improved SEP and increased readiness for future interventions. The findings and qualitative statements support the effectiveness of simulation practices in bridging the gap between SEP and performance. Utilizing simulation-based ALS training enhances learners’ belief in their capabilities, raises awareness of their competencies, and encourages reflective thinking. Given the importance of high SEP for ALS, simulation trainings correlating self-efficacy perception and performance may significantly reduce potential medical errors stemming from a disparity between perceived capability and actual performance.

Comparing traditional and flipped classrooms in teaching block-based programming: effects on fifth-graders’ self-efficacy towards computational thinking skills, conceptual learning, and their perspectives

ABSTRACT This study investigates the impact of two teaching methods – face-to-face traditional teaching and the flipped classroom model – on fifth-grade students’ self-efficacy towards computational thinking skills, conceptual learning, and perspectives on programming within a block-based environment. Seventy-seven students participated in this mixed-method research with an exploratory sequential design. The quasi-experimental phase involved administering the Self-Efficacy Perception Scale for Computational Thinking Skills as a pretest and posttest to both experimental and control groups, along with weekly achievement tests during the treatment. Additionally, focus group interviews were conducted with 24 students after the treatment. The findings revealed that students in both groups improved their conceptual learning and self-efficacy in computational thinking. Moreover, both groups reported that discovery learning was particularly effective in enhancing their game and animation design skills during the treatment.

The Examination Affecting ICT Self-Efficacy and Online Information Practices via Structural Equation Modeling: PISA 2022 Türkiye Sample

In this study, it is aimed to examine the relationship between ICT self-efficacy perceptions and online information practices in PISA 2022 student questionnaire and ICT related factors A predictive correlational research design was preferred to examine the variables predicting students' self-efficacy perceptions and online information practices towards information and communication technologies. PISA 2022 Türkiye data was used in the study. Research data was obtained from 8 data collection tools that were indexed by OECD and converted into 6 variables. Structural equation model was established with this data and MLR was used as the estimation method. In the tested structural equation model, the RMSEA value was calculated as .04, SRMR as .02, CFI as .99 and TLI as .96. As a result of the analysis, all path coefficients were significant and the values of the fit indices indicated perfect fit.

Effect of Comprehensive Educational Program on Preeclamptic Women's Risk Perception of Cardiovascular Disease, Self-Efficacy, and Adherence to Healthy Lifestyle Behaviors.

To evaluate the effect of a comprehensive educational program on preeclamptic women's knowledge, risk perception of cardiovascular disease, self-efficacy, and adherence to healthy lifestyle behaviors. This study employed a pretest-posttest design. One hundred and two women who previously had preeclampsia were enrolled from July 2022 to December 2022 from outpatient obstetrics, gynecology, and family planning clinics. The primary and secondary outcomes were measured at baseline, after eight weeks, and after three months of the educational intervention. The data were analyzed using SPSS version 23, descriptive and inferential statistics, specifically the Chi-square test, independent t-tests, and repeated measures ANOVA. A statistically significant difference was found between the two groups immediately post-intervention and the three-month follow-up, with a significant improvement among the intervention group than control group regarding cardiovascular disease knowledge (p < 0.001), risk perception (p < 0.001), self-efficacy (p < 0.001), and healthy lifestyle behaviors (p < 0.001). There was a statistically significant interaction between group and time regarding total cardiovascular disease risk perception (F = 203.67, p < 0.001, η2 = 0.673), self-efficacy (F = 70.06, p < 0.001, η2 = 0.405), and adherence to healthy lifestyle behaviors (F = 145.08, p < 0.001, η2 = 0.597). This study concluded that the comprehensive educational program had a positive effect on improving preeclamptic women's knowledge and risk perception of CVD, self-efficacy, and adherence to healthy lifestyle behaviors following preeclampsia.

The relationship between students' computational estimation skills and mathematical self-efficiency

The factors related to estimating skills are twofold: cognitive and affective perspectives. Perception of self-efficacy in mathematics, one of the affective factors, is essential for the individual's capacity, abilities, and self-belief in mathematics for the mathematics course. The present study examined the relationship between students' computational estimation skills and mathematical self-efficacy perceptions. For this purpose, two sets of instruments were used as data collection tools: a computational estimation skills task and a mathematical self-efficacy perceptions scale. A correlational design was used in this study, and a total of 83 eighth-grade students participated in the research. As a result, it was concluded that there was a moderately positive and statistically significant relationship between computational estimation skills and mathematical self-efficacy perceptions. Students experience more stress when making estimations compared to mathematical computations whose results are specific. In addition, students mostly need to correct their estimations in questions related to computations with fractions, and they mostly use the rounding strategy when making estimations. These results are further discussed in relation to the perspective of supporting children’s abilities for estimations at the primary school.

Measuring EFL Learners’ Perceptions of Technology Self-efficacy in Online Language Learning

Technology self-efficacy plays a pivotal role in learners’ technology uptake during their learning process in technology-mediated learning environments. This study aims to explore EFL learners’ perceived technology self-efficacy in online language learning. The quantitative data obtained in this study was via a survey questionnaire with 910 learners of a Vietnamese university. The study results revealed that the overall level of EFL learners’ technology self-efficacy was moderate, except for their high efficacy in using the Internet to gather information. Moreover, these results indicated that male learners were more confident in fulfilling online learning tasks than their female counterparts. The learners majoring in engineering showed more confidence in their capability to use computers and learning management systems in their English learning process compared to those of other majors. However, the learners’ length of time learning English had no significant impact on their perceptions of technology self-efficacy. The findings provide some insights into how the EFL learners perceive their self-efficacious beliefs of technology use in online language learning, which will help train strategies to promote technology uptake in Vietnamese higher education settings.

The Impact and Process of Transition from Face-to-Face to Online Teaching During a Pandemic: A Grounded Theory Approach

Abstract The COVID-19 pandemic required a “rethinking and retooling” of many educational interactions, especially in schools that offer primarily face-to-face educational models. The sudden necessity for altering teaching formats and styles created challenges and opportunities for faculty and their students. There is little understanding of the impact the abrupt switch had on faculty and students, or the process by which the transition took place. The purpose of this study was to develop a theory about the impact on and the processes used by faculty for implementing online education in response to the pandemic. A total of 24 faculty members from a private southeastern university that primarily uses a face-to-face educational model were interviewed. The grounded theory methods of Corbin and Strauss (2015) and Charmaz (2014) were used to inform the inquiry. The unexpected transition to online teaching impacted faculty and students personally, professionally, and academically. Faculty readiness to teach online was highly dependent on perceptions of self-efficacy, which in turn affected their perceptions of the transition. Study findings reinforce the need for university administrators to provide faculty with structured pedagogical support specifically technological and instructional design assistance, dedicated time to learn and incorporate instructional changes, and mental health services to care for themselves and their students during times of crisis. Determining the process by which the transition took place provides insight regarding both transition facilitators and barriers, which can inform future educational delivery and evaluation.