Sense Of Self-efficacy Research Articles

Women during the war - stress, resilience and self-efficacy during the Russian-Ukrainian war (May 2022) among women from Ukraine, Poland, Slovakia and Romania

IntroductionThe sudden and large-scale Russian invasion of Ukraine has caused significant stress not only in Ukrainians but also in citizens of countries which have received the largest numbers of refugees.ObjectivesThe aim of the current study was to identify stress, resilience, and self-efficacy levels, as well as to examine the relationships between these variables, in a sample of women from Ukraine, Poland, Slovakia, and Romania during the third month of Russian aggression on Ukraine.MethodsThe study involved measuring a sample of Ukrainian (N = 82), Polish (N = 102), Slovak (N = 79), and Romanian (N = 42) women using the Perception of Stress Questionnaire, the Brief Resilience Scale, and the Generalized Self-Efficacy Scale in May 2022.ResultsThe results showed that during the third month of Russian aggression on Ukraine, stress levels and its components (emotional tension, external stress, and intrapsychic stress) were the highest among Ukrainian women and the lowest among Polish women. The sense of self-efficacy was the lowest among Ukrainian women and highest among Polish women, while resilience was the lowest among Ukrainian women and the highest among Slovak women.ConclusionsWomen from Ukraine reported being in the worst mental state compared to the rest of the sample. Moreover, a path analysis of the measured variables points to a multifaceted relationship between stress, resilience, and self-efficacy among women from Ukraine, Poland, Slovakia, and Romania during the third month of the Russian invasion.Disclosure of InterestNone Declared

Physical Activity and Selected Psychological Constructs of Intercultural Students in the Field of Physical Education During the Covid-19 Pandemic

Abstract The purpose of the study was to compare anxiety, depression, self-efficacy and mood between students at the Faculty of Physical Education in Poland and Algeria during the Third Wave of the COVID-19 Pandemic, as well as to compare the intensity and quantity physical activity. It was also important to examine relationships between self-efficacy and other psychological variables, and self-efficacy and physical activity in the two groups. The following questionnaires were used to assess psychological constructs, self-efficacy and physical activity level: Mood State Profile (POMS), depression (Beck Depression Inventory), anxiety states (STAI), self-efficacy (GSES), a physical activity questionnaire. The research results show that there where statistically significant differences between Polish and Algerian students in anxiety and mood state. There were also statistically significant differences between the groups in the intensity and quantity physical activity. Based on the results of students’ self-efficacy in relation to states of mood, it turned out that anger and vigour are a significant predictor of a sense of self-efficacy of Algerian student, but among polish students only vigour is a significant predictor of a sense of self-efficacy. The comparative study showed statistically significant differences in each of the mood scales. In data on physical activity during the pandemic, all variables showed statistical significance, but physical activity did not turn out to be a significant predictor of psychological variables in the study. It can be assumed that undertaking increased physical activity is a kind of preventive measure in reducing mood disorders and relieving depressive episodes.

Knowledge Attitudes and Sense of Self-Efficacy of Primary Education Teachers towards Students with Insulin-Dependent Diabetes Mellitus

IntroductionThe positive attitude towards students with Diabetes Mellitus type 1(DM1) and the teacher’s knowledge seem to be important conditions both for the practical support of children with type 1 ED in primary education and for the self-efficacy of teachers in the school context. Self-efficacy involves the belief that a person has the ability to create change through personal actions.ObjectivesTo investigate the level of knowledge of Primary Education teachers about DM1, their attitudes towards students with insulin-dependent diabetes, as well as their levels of self-efficacy in the management of diabetes in the school environment.MethodsThis is a cross-sectional study, where the sample consisted of 150 teachers working in Public Primary Schools of Athens, the capital of Greece. The following questionnaires were used to collect the data: (a) socio-demographic characteristics questionnaire, (b) primary education teachers’ knowledge and attitudes questionnaire about insulin-dependent diabetes, and (c) the generalized self-efficacy scale.Results24.7% of participants were male and the mean age was 43.79 (±10.11). The average percentage of correct answers to the knowledge questionnaire was 86.00 (±9.01), also, the average score of perceptions about the role of the school nurse was 90.53 (±9.39), for the role of students with DM1 89.17 (±11.42), for the readiness of teachers/educational system to manage students with DM1 48.10 (±13.22), and of the self-efficacy was 30.71 (±13, 67). The questions with the lowest percentage of correct answers were: “What is the normal range of blood sugar values when we are fasting?” (62.70%) and “If you find a child with DM1 unconscious what should you do immediately?” (52.70%). The percentage of correct responses was found to have a positive statistically significant correlation with self-efficacy score (p=0.05), years of service (p=0.003), age (p=0.014), teachers who had at some point students with DM1 in their classroom versus those who did not (p=0.045).ConclusionsExperienced and qualified staff could effectively support students not only practically by assisting them with daily activities but also by creating an environment based on understanding and acceptance.Disclosure of InterestNone Declared

Addressing Comorbid Anxiety in Family-Based Treatment for Adolescent Anorexia Nervosa: User Experiences and Perspectives

Purpose: This study examines three families ́ experiences of the influence of comorbid anxiety on the effectiveness of family-based treatment (FBT) for anorexia nervosa (AN) and the effect of an add-in module addressing comorbid anxiety, and how this might interact with the families’ work on AN and the young person ́s (YP ́s) sense of self-efficacy. Method: Qualitative interviews were carried out with three families, who had been offered an add-in module at The Child and Adolescent Mental Health Centre of the Capital Region of Denmark. All interviews were analysed using thematic analysis.

Adherence to treatment recommendations of patients with chronic non-communicable respiratory diseases – a narrative review

Despite modern therapeutic solutions, patients with chronic obstructive pulmonary disease (COPD) and asthma do not achieve therapeutic benefits due to emerging obstacles to compliance. This review aimed to present and analyze the results of available studies evaluating the influence of sociodemographic, clinical, and psychosocial factors on the level of adherence of patients with COPD and asthma. This narrative review was based on papers indexed in the following databases: PubMed, MEDLINE, CINAHL, Web of Science, and Scopus. The analyzed studies showed that the adherence level of patients with COPD and asthma is unsatisfactory, ranging from 23.6 to 80%. The main factors increasing the level of adherence of COPD patients mentioned in the analyzed studies were: unemployment, taking LAMA, not smoking cigarettes, belief that medication is necessary, higher education, use of multi-dose DPI and MDI inhalers, a greater sense of self-efficacy, and longer duration of disease. Independent determinants of good adherence of patients with asthma were better quality of life, high level of disease control, treatment with ICS + LABA or FF/UMEC/VI, good knowledge about asthma, and positive attitude towards the disease. According to available studies, determinants lowering adherence among patients with COPD were overweight or obesity, depression, poor quality of life, belief that treatment is harmful, frequent hospitalizations, lack of knowledge about the disease and treatment, sleep disorders, and use of ICS, LABA/ICS. Patients with asthma who received infrequent functional support consumed alcohol and were convinced of the harm and lack of need for treatment were non-adherent. In addition, an association was shown between high levels of adherence and a reduction in ED visits and hospitalizations in asthma and COPD patients.

Spectrum of Response Styles in a Religious-Orthodox Community to Civilian Disasters: The Responses of the Haredi Community to the Meron Crowd Crush (2021) as a Case Study

Over the past few decades the Haredi community has been expanding and it includes a diversity of groups characterized by wide margins, therefore it may be considered an imagined community. On Lag Ba’Omer 2021, 45 people died, and over 150 were injured in the Meron Crowd Crush, most of them from the diverse Haredi community in Israel. Coping with disasters in a religious community includes a religious-faith level, and a social level. In this study, we will examine the response styles to a disaster in the Haredi community, as a case study of religious communities coping with a civilian disaster. This study will assist in understanding the community’s narrative, and the place of the community in coping with a disaster. The study uses the qualitative-constructivist method and applies a categorical analysis of 1146 verbal responses to an internet survey that was conducted subsequent to the disaster. We propose a theoretical-categorical model that divides the responses into five pairs of categories: Emotional, Religious, Spiritual-Transcendental, Social, and Civil responses, each pair divided into past and future. Emotional responses: expressing grief and mourning (past), or paralysis, anxiety, and instability, (future); Religious responses: search for a religious reason (past), or a call for religious strengthening (future); Spiritual-Transcendent responses: dealing with questions of faith (past), or viewing the disaster as a transcendent message, and seeking spiritual comfort (future); Social-Spiritual responses: attributing the disaster to collective punishment due to ‘corruption’ (past), or recommendations for ‘correction’ of the social world (future); Civil responses: including searching for deficiencies, blaming entities (past), or suggestions for improvements and correction of deficiencies (future). We discussed a spectrum of response styles, while distinguishing between responses that are concerned with finding a reason or explanation for the disaster (past), and those who wish to draw a conclusion (future). Furthermore, social injustices are seen as religious offenses that led to the disaster. That is, it is a religious soul-searching that deals, less with traditional offenses and more with social injustices. We also discussed the volume of the different responses: In the emotional reactions and civil reactions, the Past Category is larger than the Future, whereas in the religious and spiritual responses, the Future categories are larger. This finding may symbolize a tendency to channel the pain in a positive way to a practical and active direction. Religious actions provide a sense of agency and self-efficacy. At last, we noticed that the disaster led to the strengthening of the community and sense of community, despite its size and diversity; as well, we suggested that the findings regarding religious-orthodox communities and their coping with disasters can be inferred.

The impact of emotional intelligence on life satisfaction among Chinese nurses: A chain mediating model.

Nurses' life satisfaction exerts a positive impact on their professional careers, and it seriously affects their physical and mental health. Low life satisfaction has become a key factor in the global shortage of nurses. Emotional intelligence may protect nurses from negative emotions that can affect the care they provide, as well as their life satisfaction. In this study, we aims to explore the impact of emotional intelligence on life satisfaction, and even verify the chain mediating effect of self-efficacy and resilience on this relationship among Chineses nurses. The Emotional Intelligence Scale, the General Self, Efficacy Scale, the Connor-Davidson Resilience Scale, and the Satisfaction with Life Scale were used to survey 709 nurses in southwest China. To analyze mediating effects, SPSS 26.0 and Process V3.3 were used for statistical processing. Emotional intelligence positively predicted life satisfaction. Meanwhile, it was also found that emotional intelligence and life satisfaction were continuously mediated by self-efficacy and resilience, and the indirect effect value was 0.033, accounting for 17.37%. This study reveals how emotional intelligence affects nurses' life satisfaction. The results of this study have certain implications for nurses to better balance their career and life. Nursing managers should provide nurses with a favorable working environment from the perspective of positive psychology, improve their sense of self-efficacy and resilience, ultimately improve their life satisfaction.

Scaffolding toward Self-Efficacy

This article describes a Pitch Assignment, designed by two journalists turned faculty, to increase support and self-efficacy for writing majors enrolled at a minority-serving institution (MSI). Pedagogical theory to support pitching processes and development is substantially undertheorized. Much of the extant literature focuses on academic writing and editing for undergraduate research; this article extends that discussion by focusing on the needs of underrepresented students seeking careers in nonacademic fields. Those needs include opportunities for increasing confidence and skill for such nonacademic work as freelance writing for newspapers and magazines. For this assignment, students write a pitch for a preview or review feature they will write later in the course. This assignment scaffolds how to analyze, prepare, and successfully pitch to target publications of students’ choosing while developing a sense of self-efficacy that will transfer into future professional writing contexts. The authors conclude by reflecting on how this assignment might be approached differently by other instructors and how support for diversity might be offered in other ways.

Patient-physician alliance and patient’s sense of self-efficacy are negatively associated with resistance to treatment among patients with type 2 diabetes

AimsResistance to treatment is prevalent among patients diagnosed with chronic conditions, including type 2 diabetes (T2DM). The current study aimed to examine the relationship between patient characteristics, patient-physician relationship, and resistance to treatment in T2DM. MethodsA sample of 120 T2DM patients were recruited by means of non-randomized sampling and through a public post on Facebook. Participants were asked to fill-in several questionnaires online: Rotter’s Locus of Control questionnaire (short version); the General Self-efficacy (GSE) questionnaire; the Working Alliance Inventory - Short Revised (WAI-SR) - evaluating patient-physician relationship; and, finally, the Resistance to Treatment Questionnaire (RTQ) - which meant to capture the intensity of resistance to treatment and served as the dependent variable in this study. ResultsInterestingly, better patient-physician relationship and higher sense of self-efficacy among patients were found to negatively associate with patient’s resistance to treatment (r = −.53, p < .001, and, r = −.26, p < .01, respectively). Patient-physician relationship explained 22% of the variance of resistance to treatment, and self-efficacy explained 6% of the variance. ConclusionsStronger patient-doctor relationship and higher sense of self-efficacy are shown to robustly associate with lower resistance to treatment among patients with T2DM. Current findings may instructor educate physicians as to the importance of the alliance with these chronic patients.

Instruction: examining elementary preservice teachers' self-efficacy for designing inquiry

PurposeThis study seeks to understand the factors and orientations that are relevant to preservice teachers' (PSTs) beliefs about their ability to design lessons for inquiry-based K-6 social studies instruction.Design/methodology/approachSeventy elementary PSTs participated in a series of inquiry-based learning activities in a social studies methods course. The study uses exploratory factor analysis, a quantitative method to explore teacher self-reported efficacy for designing inquiry lessons.FindingsThe findings revealed that three capabilities related to design are relevant to elementary social studies PSTs' self-efficacy for designing inquiries: lesson design competence, lesson design disposition and lesson design practices. Most PSTs expressed low self-efficacy in all three capabilities. PSTs with a higher disposition for designing inquiry lessons may show a strong sense of self-efficacy for inquiry-based curricula design and practice in elementary social studies education.Originality/valueThe article discusses the importance of understanding PSTs sense of efficacy and categories of such self-efficacy beliefs at the level of lesson design within the context of teacher education. It discusses the need for teacher educators to facilitate educationally sound critical reflection on lesson design skills, disposition and practices that foster PSTs' sense of ability to teach via inquiry in elementary classrooms.

Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand

In samples of teacher education students in New Zealand and Norway, we explored their reasons for choosing teaching and their sense of self-efficacy for teaching. We examined the factor structure of the newly developed Reasons for Choosing Teacher Education Scale (RCTES) and the established Norwegian Teacher Self-Efficacy Scale (NTSES). The factor structure of the NTSES and the RCTES were consistent with expectations and previous research. We found that altruism, personal fit with teaching, and job security were the strongest reasons for going into teaching in both samples, and that teacher self-efficacy is related to motives for entering initial teacher education.

Health locus of control, self-efficacy and dispositional optimism in patients with diabetes mellitus 2 - review of the literature

In the literature on prevention, health promotion and psychology, much attention is paid to the determinants of health, with particular emphasis on lifestyle and practiced health behaviors [1]. The individual choice of the type of behavior adopted depends on the patient's level of general knowledge, in particular knowledge of health care, as well as experience, motivation, recognized values ​​and set goals. An important element of considerations on this subject is to recognize the beliefs and motives of patients' actions in the area of ​​life that significantly affects health [2]. An important factor modifying activity in the process of maintaining biopsycho-social health or preventing complications of an existing chronic disease is the locus of health control and the sense of self-efficacy, as well as a sense of optimism in life. The paper analyzes selected psychological resources, health locus of control, self-efficacy and a sense of optimism in patients with type 2 diabetes, which are related to the process of coping with a chronic disease. A chronic disease confronts the patient with many tasks and challenges that change over time. They depend, among others on: type of disease, method of treatment, cognitive characteristics of the sick person, emotional and behavioral reaction as well as socio-cultural conditions in which the person functions. [3]

Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system

IntroductionTeachers’ sense of self-efficacy has been identified by research as a key factor in the successful implementation of inclusive education. This article reports on disabling factors in South Africa that are reportedly influencing inclusive Full-Service school (FSS) teachers’ sense of self-efficacy to implement inclusive education successfully.MethodologyA qualitative study, using semi-structured individual and group interviews as well as collages, was employed.ResultsThe findings revealed that the disabling factors included internal and external factors. Internal factors comprised a lack of knowledge and skills, including a lack of self-confidence, FSS teachers seeing themselves as a barrier, and physical and psychological problems. External factors were also identified. They are ineffective implementation of inclusive education, inadequate training, incompetent education department officials and managers, a lack of support from the education department, curriculum constraints, as well as disabling factors within the school system. Negative media perceptions were also mentioned.ConclusionIt was concluded that it is important for the basic and higher education departments of education to be aware of the identified disabling factors and purposefully attempt to improve the external factors, while ensuring that FSS teachers’ capabilities are developed and sustained in in-service and pre-service teacher education. This could contribute to developing and improving their sense of self-efficacy.

"I Felt Like I Had Something I Could Do About It": Pediatric Clinician Experiences With a Food Insecurity-Focused Produce Prescription Program.

Efforts to address food insecurity (FI) in pediatric clinics have increased over the last decade, particularly after a groundbreaking 2015 American Academy of Pediatrics policy statement supporting universal routine screening and intervening. Produce prescription programs are a novel strategy addressing FI. Limited data exist on effectiveness and feasibility in pediatric clinical settings. This study explored clinician experiences after enrolling patients who completed a produce prescription program in an urban primary-care clinic in Washington, DC. One year after program completion, the experiences of 11 clinicians were explored through qualitative interviews and coded using thematic content analysis. Identified themes explored changes in clinician knowledge, attitudes, and behaviors. Clinicians expressed that the program offered a tangible resource to address FI, building trust and strengthening their sense of self-efficacy in addressing families' concerns. Incorporation of a produce prescription intervention to address FI was feasible and well accepted by pediatric primary-care clinicians.

The Motivational Power of Ideas in Institutions and Collective Action

The cognitive revolution has left its mark on institutional theory in sociology and political science. Cognitive structures – schemas, typifications, frames and ideas – are recognized as a crucial variable of social behavior, institutional development and collective action. However, while the assertion that “ideas matter” is widely shared, institutional theorists are still struggling with the question of how ideas matter, especially in motivational terms. The role of ideas not just as switchmen, in Weber’s terms, but as genuine drivers of collective action still lacks theoretical underpinning. This article aims at closing this gap. It elaborates a theoretical model to explain how ideas shift the structure of motivation from the individual to the collective level. Borrowing from motivational psychology and social philosophy, especially from the work of John Searle, two crucial mechanisms are explicated. The first one is imagination, a specific mental state that allows collectivizing the intentional structure of beliefs and affords a sense of self-efficacy in collective contexts. The second one is plural self-awareness, a mechanism that shifts intentions-in-action to the collective level.

On the Strategies of Cultivating Higher Vocational Students' Sense of Self efficacy in English Learning

This paper introduces the current situation of students' autonomous learning ability in higher vocational colleges, analyzes the influence mechanism of self-efficacy on students' autonomous learning process in higher vocational colleges, and then puts forward how teachers can help cultivate students' self-efficacy, so that students' autonomous learning ability can be further cultivated and improved.

Research on the Application of Online and Offline Mixed Teaching Mode of Marketing Course Based on the BOPPPS Model

BOPPPS teaching fully integrates the advantages of online self-study and offline courses. This kind of teaching has been widely used in college education, and has proved to have a positive effect on improving students’ ability to solve problems. It also has a significant effect on improving students’ sense of self-efficacy, stimulating learning interest and improving their ability to learn independently in practice. During the implementation of the research, the team explored and practiced the online and offline mixed teaching mode of marketing course with the wisdom tree teaching platform, and built teaching resources for students to learn and discuss on their own, which is a reference for future online mixed teaching.

The Application of Psychological Training in Tennis Teaching for Young Players

Tennis has a strong competitive feature. In the process of participating in the competition, both parties need to compete with each other in terms of physical functions and technical and tactical skills under high intensity, and also need to timely eliminate the various pressures derived from different competition environments and situations. Therefore, paying attention to organizing and carrying out psychological training activities in the training process can help young athletes strengthen their own anti pressure ability, mobilize them to master some effective methods to resolve bad emotions, and then enhance the athletes' sense of self-efficacy in the imperceptible process. In this way, young athletes can be encouraged to give full play to their individual sports skills in the process of participating in the competition, and help their competition level to improve effectively. Based on this background, this paper explores the application value of integrating psychological training into tennis teaching, and puts forward targeted integration suggestions, hoping to help young athletes effectively improve their training efficiency and competition performance.

COMMUNITY, COALITION BUILDING, AND CAREER DECISION-MAKING SELF-EFFICACY: A CASE STUDY OF COLLEGIATE WOMEN IN AVIATION

In 2021, the number of women choosing to pursue a career in aviation remained strikingly low and the aviation industry remained coded as a traditionally male space. For instance, of those who hold the necessary certification to fly for a commercial airline, only 4&amp;#37; omen. For example, looking across the industry, women remain an underrepresented group as maintenance technicians, dispatchers, and chief executive officers. Since existing research indicates a connection between perceived self-efficacy and career decision making-ularly, in relation to women-in this case study we asked the following question. How does a career-planning cohort that is compensated, communal, exploratory, and gender-centric contribute to the perception and articulation of career self-efficacy for collegiate women interested in aviation careers? The research project recruited 25 collegiate women at a large R1 institution to participate in an aviation career cohort. The primary purpose of the cohort was twofold: first, it was designed as a space where women students could share and record their perceptions of career decision-making self-efficacy; and second, it created a sense of community among collegiate women with similar career interests. The research team used elements of a phenomenographic theoretical framework supported by feminist scholarship on narrative and storytelling to analyze the participants' narrative experiences. The findings suggest that opportunities to build community and coalition factor into how cohort participants perceived and articulated their sense of self-efficacy when making a decision about aviation careers.

AUTOEFICÁCIA DE PROFESSORES DA PRÉ-ESCOLA E ENSINO FUNDAMENTAL 1 PARA PRÁTICAS INCLUSIVAS

ABSTRACT This article aimed to compare the sense of self-efficacy of Pre-School and Elementary School I teachers to teach students target audience of Special Education (PAEE) in the regular classroom of the municipal public network and to relate the sense of self-efficacy with demographic and professional performance. In the research, a total of 17 teachers from Pre-School and 27 from Elementary School 1 from a city in the interior of São Paulo participated. Data were obtained through a characterization questionnaire and the Teacher Effectiveness Scale for Inclusive Practices via central tendency, dispersion and correlations. When compared to Elementary 1 teachers, Pre-School teachers are older, have fewer students in the classroom and they feel more prepared to include. The self-efficacy values were similar between the two groups and the correlation data between the instruments are described. It was corroborated in the signaling of the potency and sensitivity of the EEDPI for the evaluation of teacher self-efficacy and the influence of the construct in the educational context.