Self-Efficacy Scale For Children Research Articles

The Mediating Role of Self-efficacy and Hope on Primary School Students' Social-emotional Learning and Primary Mental Abilities

The purpose of this research is to determine the mediating role of self-efficacy and hope on the relationship of individuals' scores on the Primary Mental Abilities (PMAs) Test 7-11 with social emotional learning. In addition, the relationship of PMAs scores with hope and self-efficacy have also been examined. The study has been carried out over 281 fourth-grade students (160 female and 121 male). For data collection, the PMAs Test 7-11 was first applied to the students. Students with PMAs Test 7-11 scores also filled in the Self-efficacy Scale for Children, the Social-emotional Learning Scale, and the Children's Hope Scale. As a result of the analysis, a positive, significant correlation was found among all the variables. Moreover, a partially mediating role was found for hope and Self-efficacy on the relationship between ability level and social emotional learning. This research is believed able to contribute to studies related to talented students.

AİLE TUTUMLARININ ÖZYETERLİLİK VE ANKSİYETEYLE İLİŞKİSİNİN İNCELENMESİ

The aim of this study was to investigate the relationship between self-efficacy level and anxiety sensitivity and parental attitude. Personal Information Form, Self-Efficacy Scale for Children, Anxiety Sensitivity Index for Children and Parental Attitude Scale were used in the study. In the results of the analysis conducted within the scope of the research; A negative and moderate significant relationship was found between social self-efficacy, academic self-efficacy, emotional self-efficacy and general self-efficacy and anxiety sensitivity. There was a positive and low correlation between the general self-efficacy score and parental attitude with the sub-dimension of acceptance / interest and psychological autonomy in a positive and moderate level.

DO THE SELF-EFFICACIES OF ADOLESCENTS PREDICT THEIR INDIVIDUAL VALUES? ANALYSIS IN TERMS OF GENDER, FAMILY ATTITUDES AND CLASS

Introduction: In this study, differentiation of individual values and self-efficacy perception of adolescents is analyzed in terms of some variables. In addition, the predictive power of self-efficacy for individual values was analyzed. \r\nMethods: The Individual Values Scale and the Self-Efficacy Scale for Children were applied to 390 adolescents at the high school level. The results showed that self-efficacy and individual values become different in terms of gender, academic success perception, class and parental attitudes. \r\nResults & Conclusions: In this respect, it was determined that students\' self-efficacy differentiation was small according to their gender, class (n2=.022, Cohen\'s f=.15), and family attitudes (n2=.054, Cohen\'s f=.24), and moderate according to their GPA\'s (n2=.068, Cohen\'s f=.27), (p<.001). Also, it was determined that the individual values differed moderately according to family attitude (n2=.080, Cohen\'s f=.29) and GPA (n2=.086, Cohen\'s f=.31), and slightly according to gender (p<.001). On the other hand, significant relationships were found between individual values and self-efficacy, and self-efficacy was found to predict individual values positively (p<.001). The implications for psychological guidance were discussed and the importance of these results to the benefit of society was emphasized. In the 3rd model, self-efficacy (?=-. 386), social self-efficacy (?= .274) and gender (?=-. 064) significantly predicted individual values in high level (R=.53, R2=.28).

The Investigation of Relations Among Self-Efficacy in Adolescents, Self-Perception of Parental Role and Adolescents’ Subjective Well-Being

Self-efficacy refers to beliefs about one’s capabilities to learn or perform behaviors at different areas such as academic, social and emotional. Thereby self-efficacy in adolescents can be related with their subjective well-being, defined as a person’s cognitive and affective evaluations of his life. The second important factor that can be related with adolescents’ subjective well-being is their parents’ self-perception of their parental roles on the level of competence, role satisfaction, investment and role balance. On this basis the aim of this study is to investigate the relations among self-efficacy in adolescents, self- perception of parental role and adolescents’ subjective well-being. The research group was conducted by 390 adolescents aged between 12 and 17 and their parents. Data was collected with Demographical Information Form, Self-Efficacy Scale for Children, Self-Perception of Parental Scale and Adolescent Subjective Well-Being Scale. The findings indicated that academic self-efficacy, social self-efficacy, emotional self-efficacy and competence of mother were predicting adolescents’ subjective well-being significantly.&#x0D; &#x0D; Keywords: Adolescent, self-efficacy, parental role, subjective well-being.

Development of a Menu Board Literacy and Self-efficacy Scale for Children

ObjectiveAn instrument to measure menu board literacy (MBL) was developed to capture children's understanding of menu board nutrition information, including abbreviations, serving sizes and calorie ranges, and self-efficacy for using this information. MethodsA list of 55 potential items (47 MBL and 8 self-efficacy) was generated. Content validity was established by 29 registered dietitians. Cognitive interviews were conducted with 24 black and Hispanic fourth- and fifth-grade students to assess comprehension and readability. The researchers assessed reliability in 2 fourth- and fifth-grade convenience samples (n = 32 and 141, respectively) of similarly representative students. ResultsThe final instrument included 20 MBL and 7 self-efficacy items. Internal consistency estimates at both pretest and posttest for the first sample were 0.88 for the MBL scale and 0.80 for the self-efficacy scale. Results for the larger sample were similar. Conclusions and ImplicationsThis instrument could be used for assessing MBL and self-efficacy among fourth- and fifth-grade children. The MBL scale provides researchers and practitioners with a tool to measure the role of nutrition literacy and numeracy in point-of-purchase dietary decisions of children, with the potential for use with low-literacy adults as well.

The role of e-viztimization/bullying and self-efficacy on anxiety sensitivity in a school based sample

The aim of present study was to investigate the relationships among self-efficacy, e-victimization, e-bullying and anxiety sensitivity in adolescents. To achieve research aims, two different researches were conducted. The research group in study 1, designed as a correlational research, consisted of 225 adolescents ranged in age between 11 and 17 with a mean age of 12.32 ( SD = 1.10), 114 female (50.7%) and 111 male (49.3%). Additionally, study 2 was carried with 237 adolescents ranged in age between 14 and 18 with a mean age of 15.86 ( SD = .89), 181 female (76.4%) and 56 (23.6%). The Self-Efficacy Scale for Children (SES-C), The Anxiety Sensitivity Index (ASI), The E-Victimization Scale (E-VS) and The E-Bullying Scale (E-BS) were used to as measures. Pearson’s product-moment correlation coefficient and simple linear regression analyses were used in the data analysis. The results show that anxiety sensitivity was not correlated with academic self-efficacy, social self-efficacy, emotional self-efficacy and e-victimization (Study 1). In study 2, it was found that anxiety sensitivity was negatively correlated with emotional self-efficacy. Moreover, anxiety sensitivity was not associated with academic self-efficacy, social self-efficacy and e-bullying. Overall, emotional self-efficacy accounted for 5% of total variance of anxiety sensitivity.

Evidence-Based Mental Health Practices with Children Self-Efficacy Scale: Development and Preliminary Findings

ABSTRACTThis article reviews existing measures related to evidence-based practices with children and self-efficacy and describes the development and psychometric properties of the Evidence-Based Mental Health Practices With Children Efficacy Scale. This scale was developed to assess students’ and clinicians’ self-efficacy in their abilities to use evidence-based practices with children. Pre- and posttests were compared for five cohorts of master’s of social work students enrolled in a child and adolescent mental health course. Results provide initial support for the psychometric properties of this scale. Exploratory factor analysis results support retaining all items, and internal consistency of the scale was excellent. Results also provide support for criterion-related validity, with knowledge predicting an increase in self-efficacy. Implications and uses of the scale are discussed.

The Mediating and Moderating Role of Self-efficacy in the Relationship between Hope and Peace Attitudes

Article History: Received 21.02.2016 Received in revised form 18.03.2016 Accepted 20.03.2016 Available online 23.03.2016 The current study was designed to investigate the mediating and moderating role of self-efficacy in the relationship between hope and peace attitudes. The participants were 293 adolescents who are continuing their high school education. 57% of the students were females, 43% of them were males. Their ages were between 14 and 16. The following inventories were used to collect data: Turkish version of Children’s Hope Scale to assess hope, Self-efficacy Scale for Children to evaluate selfefficacy, and Peace Attitudes Scale to measure attitudes towards peace. Hierarchical regression analysis was used to investigate the mediator and moderator role of self-efficacy. The results pointed out that self-efficacy fully mediated the relationship between hope and peace attitudes, and plays also a moderator role in this relationship. Mediation indicates that as hope increases peace attitudes increase as well and self-efficacy has a mediator effect in this enhancement. Moderator role indicates that that self-efficacy strengthened the relation between hope and peace attitudes. The importance of the results is discussed in the light of literature. © 2016 IOJES. All rights reserved

Construction and validation of Self-Efficacy Scale for early school-aged children

Self-efficacy beliefs play an important role in regulating a child's functioning and emotional well-being. The aims of our study were to construct the Polish Self-Efficacy Scale for Children (SESC) in early school age and to explore its factor structure and construct validity. A total of 402 children in the age range of 8 to 10 years took part in the study. An exploratory factor analysis of the SESC revealed four factors. The internal reliability of each scale score ranged from good to very good. Results show that self-efficacy beliefs for academic achievement, self-control and regulation of negative emotion are negatively correlated with inattention, hyperactivity–impulsivity, low emotional control and trait anxiety. It is concluded that the SESC is a promising measure for research concerning child development and psychopathology.

Significance of self-efficacy model in educational work with adolescents

The frame of reference in this paper is based on Bandura's concept of self-efficacy. The theory of self-efficacy is based on the importance of subjective experience of personal competence in realizing different goals and tasks, rather than on real knowledge and skills. It supports reciprocal causation according to which a person is observed holistically through dynamic effect of personal factors (cognitive, emotional and biological), factors of the environment and behavior. Development of self-efficacy strongly determines future behavior of a person in achieving goals, since it initiates action, determines the amount of required effort, persistence in facing obstacles, and resilience in unwanted situations. Many different scales are used in assessing selfefficacy (e.g. Children's Self-Efficacy Scale, Parents' Self-Efficacy Scale, Teachers' Self-Efficacy Scale, etc.). They consist of several subscales that can greatly contribute to understanding adolescents and predicting their functioning, depending on the assessed contextual area. Previous researches confirmed the influence of students' selfefficacy on their academic achievements, professional aspirations, and prosocial behavior. In the last couple of years there have been more and more researches which analyze the role of self-efficacy in behavioral disorders, such as peer aggression, cigarette smoking, drug abuse, excessive use of the Internet, etc.

Validity and reliability of Turkish form of children's self-efficacy scale on Turkish primary school students

The study's purpose is to adapt Children's Self-Efficacy Scale to Turkish and search its reliability and validity on a Turkish children's sample. In order to search construct validity, both confirmatory and exploratory factor analysis was applied. The results of EFA indicated that there are three factors explaining 48% variation. Through CFA, null model, two factor model and two-factor excluding Item 19 were compared. The results indicated a better fit for the last model. Criterion validity has been established through significant correlations with a set of scales. Reliability checks were also satisfactory. The results indicated that Turkish form of CSS is a valid and reliable instrument to measure children's self-efficacy levels.

Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency

Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy, academic aspirations, and delinquency, on the academic achievement of 935 students aged 11–18 years from ten schools in two Australian cities. The Children's Self-Efficacy Scale, Adapted Self-Report Delinquency Scale (Revised), and Children's Academic Aspirations Scale were administered to participants prior to academic achievement being assessed using mid-year school grades. Structural equation modeling was employed to test three alternative models for the relationships from academic, social, and self-regulatory efficacy on academic achievement. A partial mediation model showed the best overall fit to the data. Academic and self-regulatory efficacy had an indirect negative effect through delinquency and a direct positive effect on academic achievement. Academic and social self-efficacy had positive and negative relationships, respectively, with academic aspiration and academic achievement; however, the relationship between academic aspiration and academic achievement was not significant in the final model.

Children's Self-Efficacy Scale: Initial Psychometric Studies

This article describes the development of a self-efficacy measure for elementary school children. A sample of 514 children, ages 8 to 11, enrolled in Grades 2 to 4 of public schools in Brazil was investigated. The scale included 78 descriptive items about academic situations, in which the child was required to respond on a 5-point scale, the frequency they felt capable of carrying out the proposed actions. An illustrative scale of fully shaded circles that gradually reduced to complete emptiness has also been used to visually display the categories of responses. The factorial analysis by principal axis and oblimin rotation suggested a two-factor structure explaining a variance of 40.54%. These factors were self-efficacy for studying and self-efficacy for academic performance. The Cronbach's alpha coefficients ranged from .80 to .83. The Rasch analysis indicates that only one item in the final scale did not fit the model.

Self-Efficacy for Self-Regulated Learning

The psychometric properties and multigroup measurement invariance of scores on the Self-Efficacy for Self-Regulated Learning Scale taken from Bandura's Children's Self-Efficacy Scale were assessed in a sample of 3,760 students from Grades 4 to 11. Latent means differences were also examined by gender and school level. Results reveal a unidimensional construct with equivalent factor pattern coefficients for boys and girls and for students in elementary, middle, and high school. Elementary school students report higher self-efficacy for self-regulated learning than do students in middle and high school. The latent factor is related to self-efficacy, self-concept, task goal orientation, apprehension, and achievement.

Development of a Self-Efficacy Scale for Children and Adolescents With Epilepsy

The purpose of this study was to develop and test the psychometric properties of a Seizure Self-Efficacy Scale for Children (SSES-C). An initial pool of test items was generated using a variety of resources, including literature reviews, child self-efficacy measures from other chronic diseases, and self-efficacy measures for adult patients with epilepsy. Experts in the field of self-efficacy, chronic illness self-management, and behavioral management of seizure disorders were asked to evaluate item content and readability. The scale was administered via computer-assisted telephone interviews to 175 children ages 9 through 14 years who had had epilepsy for 6 months or more. Content validity of the SSES-C was ensured by 80% agreement on test items by experts. The final version of the scale has 15 items. Construct validity was supported by factor analysis and correlation of the SSES-C to other constructs of influence on the health behavior of children with epilepsy. Specifically, the SSES-C was significantly correlated with attitude toward illness, worry, unmet needs for psychosocial care, child depression, and child self-concept. Internal consistency reliability for the measure was also adequate (a = .93). The primary result of this study was the development of an easily administered and useful 15-item scale to measure the degree of self-efficacy experienced by children and adolescents related to the management of their seizure disorder. The SSES-C is a promising questionnaire that has potential for use as a clinical and research tool to measure self-efficacy in children with seizures.

A self-efficacy scale for children and adolescents with asthma: construction and validation.

A self-efficacy scale for children and adolescents with asthma between 10 and 18 years of age is described. A scale of 38 items was constructed and administered to 60 children and adolescents. A factor analysis of the results yielded a scale consisting of 22 items which can be divided into three subscales: factor one (24.8% of variance) measured efficacy expectations concerning medical treatment, factor two (10.3% of variance) measured efficacy expectations concerning the environment, and factor three (6.7% of variance) measured efficacy concerning problem-solving skills. Confirmation of several predicted conceptual relationships between the self-efficacy measures and other measures (Personality Questionnaire, Coping, Anxiety, Knowledge, Optimism, and Shame) provided preliminary evidence of construct validity. Further research and clinical applications are discussed.