Social Self-efficacy Research Articles

The Comparison of Social Anxiety, Resilience and Self-efficacy of Parents with Autistic Children and Parents with Normal Children

The Comparison of Social Anxiety, Resilience and Self-efficacy of Parents with Autistic Children and Parents with Normal Children

ASSESSMENT OF THE TEACHERS’ SELF-EFFICACY LEVEL IN ARAB SECONDARY SCHOOLS IN MALAYSIA USING TWO DIMENTIONAL SCALE OF SELF-EFFICACY

Purpose: The purpose of this study was to investigate the level of self-efficacy among teachers in Arab Secondary Schools in Malaysia and to validate the two-dimensional scale of self-efficacy including academic and social self-efficacy. Methods: A quantitative research methodology was adopted in this study. Data was collected using random sampling from 101 teachers working in Arab schools in Malaysia. The collected data were statistically analysed using the SPSS. Findings: The findings show a low level of academic self-efficacy and a high level of social self-efficacy among the teachers. Further, this study also validated the two-dimensional scale of teachers’ self-efficacy with social and academic self-efficacy. Originality: To the best of the current study author's knowledge, this study is one of its own kind and no such study has been conducted before.

Cross-cultural and psychometric property assessment of the Moorong Self-Efficacy Scale in Chinese patients with spinal cord injury

Purpose To translate the Moorong Self-Efficacy Scale (MSES) into Chinese and to examine its reliability and validity in patients with spinal cord injury (SCI). Methods A cross-sectional study design was employed. The MSES was translated into Chinese by forward- and back-translation and its psychometric properties were examined among 176 patients with SCI recruited from four rehabilitation centers in China using convenience sampling. Results In this study, all 176 patients were aged from 18 to 90 years old with an average of 39.51 ± 14.07. The content validity index of the scale was 0.99. Principal components analysis with varimax orthogonal rotation was used. Three factors were extracted accounting for 39.083%, 11.149%, and 8.391% of the total variance and labeled as general self-efficacy (eight items), social self-efficacy (five items), and self-management self-efficacy (three items). Confirmatory factor analysis showed acceptable fit compared with previous studies. Pearson’s correlation coefficient between the total scores of the MSES and the General Self-Efficacy Scale was 0.660 (p < 0.001). Cronbach’s α coefficient was 0.892 for total items and 0.862, 0.817, and 0.739 for the three factors. The interclass correlation coefficients between the pretest and retest were 0.859 (0.733–0.925) for the total score. Conclusions The Chinese version of the MSES is reliable and valid, suggesting that it is suitable for evaluating self-efficacy of Chinese patients with SCI. Implications for rehabilitation The satisfactory reliability and validity of the Chinese version of the Moorong Self-Efficacy Scale (MSES) confirmed its suitability as a tool to measure self-efficacy among Chinese patients with spinal cord injury (SCI). The Chinese version of the MSES could be used to reflect the important and specific aspects of self-efficacy in patients with SCI such as self-care, social interaction, and daily activities, and to help medical stuff giving more targeted intervention.

The High School Competencies Scale (H-Comp Scale): A First Validation Study.

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

Inhibitory Control, Self-Efficacy, and Mathematics Achievements in Students with Learning Disabilities

ABSTRACT This study examines the link between inhibitory control skills (the ability to plan and suppress an inappropriate action in favour of a goal-oriented reaction) and the sense of self-efficacy (both social and emotional), and mathematics achievements in students with learning disabilities. In this study, 60 sixth-grade students with learning disabilities who attended integrated classes in a general education setting were tested using three instruments: an inhibitory control questionnaire, a self-efficacy questionnaire, and a mathematics achievement test. Findings show that learning-disabled learners have better mathematics achievements and social self-efficacy the higher their inhibitory control skills are. Interestingly, no statistically significant association was found between inhibitory control and emotional self-efficacy. An examination of the pattern of associations between the study parameters pointed to a statistically significant absence of a mediating effect by self-efficacy on the link between inhibitory control and mathematics achievements. The two linked variables appear to be independent variables and the emotional component of self-efficacy is a predictor of achievement. In addition to this, self-efficacy was found to facilitate better inhibitory control.

Development and assessment of feasibility of a community-based peer support intervention to mitigate social isolation and stigma of adolescent motherhood in Harare, Zimbabwe

BackgroundAdolescent mothers in Zimbabwe often experience stigma, isolation, and lack coping skills and resources to successfully navigate motherhood. Social isolation and stigma are linked to poor mental health outcomes. No interventions currently address mental health of adolescent mothers in Zimbabwe. Peer support groups in other contexts have been effective at increasing social connectedness, self-esteem, and self-efficacy, providing coping mechanisms to manage stigma experiences, in addition to empowering and improving mental health of adolescents and adolescent mothers. To develop a community-based peer support intervention, we aimed to understand the unique needs of adolescent mothers, how peer support groups could address those needs, and the feasibility of implementing the intervention.MethodsFocus group discussions were conducted with 86 adolescent mothers aged 14–18 years, 24 community health workers, and 25 key community stakeholders in a low-income high-density community in Harare. Data were analyzed thematically using NVivo 12 software.ResultsParticipants described adolescent mother experiences with stigma and social isolation, in addition to challenges including gossip, lack of employment and educational opportunities, and gaps in services and programming. Peer support groups for adolescent mothers were welcomed to improve mental health, social support, knowledge sharing, and skills building. Participants identified varying preferred frequency and duration of group sessions addressing topics including income generation, mental health, and gossip, facilitated by community health workers at health and community centers. The use of WhatsApp Messenger to support intervention efforts was welcomed as an affordable and user-friendly platform to share information. Implementation (i.e., training, supervision, frequency, location, and co-facilitation) was feasible.ConclusionsAdolescent mothers, community health workers and key community stakeholders welcomed the peer support groups as a feasible way to address the mothers’ needs.

Self-efficacy Toward a Healthcare Career Among Minority High School Students in a Surgical Pipeline Program: A Mixed Methods Study

While many barriers to healthcare careers exist for URM students, a strong sense of self-efficacy may help mitigate these obstacles. This study explores how URM high school students describe their academic challenges and compares their descriptions across self-efficacy scores. We conducted a convergent mixed methods study of URM high school students. Students completed a validated self-efficacy questionnaire and participated in semi-structured focus group interviews to discuss their approach to academic challenges, goal setting, and achievement. The primary outcome was academic, social, and emotional self-efficacy, measured using the Self-Efficacy Questionnaire for Children. We separated participants into high and low self-efficacy groups based on scores in each domain. Using thematic analysis, we identified and compared common themes associated with academic challenges and goal setting. Surgical exposure pipeline program sponsored by Stanford University Department of Surgery PARTICIPANTS: Low-income, high academic achieving URM high school students interested in science, technology, engineering and mathematics, and/or healthcare careers. Thirty-one high school students completed the focus groups and self-efficacy questionnaire. Most students scored in the high self-efficacy group for at least one domain: 65% for academic self-efficacy, 56% for social self-efficacy, and 19% for emotional self-efficacy. Four emergent themes highlighted participants' perspectives toward educational success: fulfillment in academic challenges, focus on future goals, failing forward, and asking for help. Compared to students with low self-efficacy scores, students in the high-scoring self-efficacy groups more often discussed strategies and concrete behaviors such as the importance of seeking support from teachers and peers and learning from failure. Students in high self-efficacy groups were more comfortable utilizing approaches that helped them succeed academically. Additional efforts are needed to bolster student self-efficacy, particularly in students from URM backgrounds, to increase diversity in medical schools.

Expanding Student Success: The Impact of a Comprehensive College Transition Program on Psychosocial Outcomes

This study examines the impact of a comprehensive college transition program, the Thompson Scholars Learning Communities (TSLC), on psychosocial outcomes using an experimental design. We estimate overall and heterogenous effects of program participation on students’ sense of belonging to campus, feelings of mattering to campus, sense of academic self-efficacy, and sense of social self-efficacy. Participation in TSLC, as compared to receiving a substantial college scholarship without comprehensive support, leads to large increases in both mattering and sense of belonging to campus during students’ two years in the program. We find no impact of TSLC participation on students’ academic or social self-efficacy. We demonstrate the program effects on students’ feelings of mattering to campus were largest for traditionally underrepresented student groups; however, we find no evidence of heterogeneous effects on students’ sense of belonging to campus, academic self-efficacy, or social self-efficacy. Our findings suggest that comprehensive college transition programs can promote students’ psychosocial outcomes.

Correlates of sun protection behaviors among melanoma survivors

BackgroundThe study objective was to assess potential correlates of sun protection behaviors among melanoma survivors.MethodsParticipants were 441 melanoma survivors recruited from three health centers and a state cancer registry in the United States. Sun protection behaviors (sunscreen, shade, protective shirts, and hats) were assessed through an online survey, as were potential correlates (demographic, melanoma risk, knowledge and beliefs, psychological and social influence factors). Hierarchical multiple regression analyses were conducted.ResultsCorrelates of sun protection behaviors included education, skin cancer risk factors, melanoma knowledge and beliefs, melanoma worry and distress, physician recommendation for sun protection, injunctive norms, and pro-protection beliefs (e.g., perceived barriers, self-efficacy).ConclusionsFuture efforts to improve sun safety among melanoma survivors may benefit from targeting individuals with lower education levels, and addressing sun protection social influence, barriers, and self-efficacy.

대학생의 비합리적 신념이 발표불안에 미치는 영향

This study attempted to find the mediating effects of social self-efficacy and achievement motivation on relationship irrational beliefs and speech anxiety of university students. The measurements used for this study are Irrational Beliefs Test, Social Self-Efficacy Scale, Achievement Motivation Test and Speech Anxiety Test. This study used correlation analysis, stepwise multiple regression and Baron &amp; Kenny’s method for data analysis. The results of the study are as follows. First, irrational beliefs, social self-efficacy, achievement motivation and speaking anxiety are scored above average. Second, Speech Anxiety and irrational beliefs showed significant positive correlation. but social self-efficacy and achievement motivation showed significant negative correlation. Third, as a result of regression analysis on relation of irrational beliefs, social self-efficacy, achievement motivation and speaking anxiety, social self-efficacy variable was the most powerful predictor among all of the independent variables. social self-efficacy and achievement motivation mediated partially between irrational beliefs and speaking anxiety. By looking at these results, university students experience more speech anxiety as they have high irrational beliefs, as they have low social self-efficacy and achievement motivation. There is a practical significance of this study in that irrational beliefs, social self-efficacy and achievement motivation were found to be very important as an mechanism to reduce speech anxiety of university students. Finally, a limit of this study and implications were discussed based on the results of the study.

The Influence of Social Support, Self-Esteem and Self-Efficacy on Academic Achievement

Academic achievement is a prominent indicator of student’s learning success. However, not all students can meet this goal. Therefore, this study analyzed the influence of social support, self-esteem, and self-efficacy on the academic achievement of MAN 5 Cirebon students. As many as 70 students from grades X and XI were selected using purposive sampling technique. Their data were collected using instruments such as the scales of social support, self-esteem, and self-efficacy. It was revealed that social support, self-esteem, and self-efficacy had a positive influence on academic achievement. These findings emphasize the importance of the development of self-esteem, self-efficacy, and the reinforcement of social support to help students improve their achievement

Why playing augmented reality games feels meaningful to players? The roles of imagination and social experience

Augmented reality (AR) games such as location-based games add virtual content on top of the real world. We investigate why playing these games feels meaningful to players by focusing on the dimensions of imagination and sociality. We theorise a structural model that we test with data collected from a global sample of players of the popular AR game Pokémon GO (N = 515). Our findings show that nostalgic feelings about Pokémon increased imagining AR content in the real world. Surprisingly, using imagination in this way was a much stronger predictor of affection towards the fictional pokémon creatures than nostalgia. The affection towards the fictional creatures, in turn, increased the meaningfulness of playing. Regarding the social factors, community identification and social self-efficacy increased players' sense of meaningfulness of playing. As our study's main design implications, we highlight the importance of socially shared narratives and harnessing the players' imagination to support a sense of meaningfulness of playing.

Volunteering and loneliness in older adults: A parallel mediation model

Objectives: This study aimed to examine the relationship between participation in volunteer work and loneliness among older adults, and to explore the mediating role of perceived control and perceived social self-efficacy in this association. Method: This study was developed as a secondary data analysis using the data sampled from the 2016 Health and Retirement Study in USA. The sample comprised 9,944 individuals aged between 65 and 107 years (mean = 75.94, SD = 7.70; 59.4% females). Using a multi-item survey questionnaire, frequent participation in volunteer youth work and charity work, loneliness, perceived control, and social self-efficacy were assessed. To examine the mediating effects of perceived control and social self-efficacy on the association between volunteer work and loneliness, the bootstrapping technique was performed. Results: Two forms of volunteer works, namely, volunteer youth work and charity work, significantly predicted perceived control, social self-efficacy, and lower levels of loneliness. Perceived control and social self-efficacy appeared to significantly mediate the relationship between volunteer activities and loneliness. Conclusion: The study’s findings put forward a need to develop policy provisions that facilitate supporting systems and organizations for life-long education and recruitment of older volunteers. Community-based organizations should create and promote volunteer opportunities in older adults, thereby alleviating later-life loneliness

Two aspects of psychological functioning in undergraduates with a history of reading difficulties: anxiety and self-efficacy.

Reading difficulties have been associated with problems in psychological functioning, including challenges in both anxiety and self-efficacy. This study was designed to determine whether such psychological functioning problems are specific to the academic sphere or more global. First-year undergraduate students with and without a history of reading difficulties (n = 40 and 46, respectively) completed standardized questionnaires on general and academic anxiety, and social and academic self-efficacy. Students with a history of reading difficulties reported higher academic anxiety, but comparable general anxiety, relative to those with no such history. Students with a history of reading difficulties also reported lower academic self-efficacy, but comparable social self-efficacy, relative to those with no such history. These findings suggest that students with a history of reading difficulties, as compared to those without such history, experience academic-specific mental health symptoms involving heightened anxiety and low self-efficacy as they enter university. These results point to the need for focused and targeted assessments to be able to capture difficulties they experience with anxiety and self-efficacy and interventions to help them cope with these difficulties. More broadly, the findings have implications for how universities assess academic vulnerabilities and provide access to specific course accommodations.

The latent profile analysis of Chinese adolescents’ depression: Examination and validation

BackgroundDepression links with adolescents’ health and well-being worldwide. Several studies have found classification features of depression in Western adolescents, but limited in Chinese samples, which still needs to be further recognized. MethodChinese version of DSM-5 Level 2-Depression-Child Age 11–17 for adolescents was used to assess depressive symptoms in a sample of 1,185 participants with aged 14–18 years from an urban high school in Sichuan province, China. Latent profile analysis (LPA) was utilized to identify the classifications. Then, using a 3-step approach investigated the effects of gender and age as covariates. Additionally, multinomial logistical regression was adopted to assess the construct validity of adolescent social self-efficacy on profiles of depressive symptoms. ResultsA three-profile best-fitting model was conducted, named as Low Group with Significant Stress (25.7%), Moderate Group with Significant Fluctuation in Diffuse Symptoms (60.2%), and High Group with Stable Differences in Negative Cognition and Mood (14.1%). Results suggested that a greater possibility for girls were classified into the High Group with Stable Differences in Negative Cognition and Mood and Moderate Group with Significant Fluctuation in Diffuse Symptoms, but without age difference. In support of the construct validity of the depression profiles, differential social self-efficacy predicted the profiles. LimitationsA greater room for the clinical implications of this study should be developed. ConclusionsThe current study supports an intuitive model of adolescent depressive symptoms in a large, non-Western sample. With the degree of severity, perceived stress, depressive mood and negative self-related cognition appeared, relevant interventions would be suggested in future.

Comparative Study on Relationship Between Inconsistent Online-Offline Social Performance and Self-Efficacy of University Students Based on Types of Social Activity.

Social behavior is closely linked to self-efficacy, which is the individual’s confidence or belief that they can successfully complete a task in a given situation. The advent of social media classified social behavior as online and offline sociality, and has cultivated inconsistency in online and offline social behavior of university students, an issue that has come to prominence in scholarly research. However, the relationship between this inconsistency and self-efficacy is worthy of investigation because this particular confluence of behavioral concepts has been rarely been researched. In this paper, online and offline social behavior is integrated, a typology for university student social activities established, and the correlation between different types of social activity and student self-efficacy investigated, with a specific focus on those with notable inconsistencies in their social performance. The following findings are reported. First, as online social networking has become the dominant form of social interaction, the types of social activity have increased, with one-third of university students showing inconsistent online and offline social behavior. However, different types of social activities have varied effects on the self-efficacy of university students, with differences between general self-efficacy, which is significantly above academic self-efficacy, and social self-efficacy. These effects are also different for students with inconsistent online and offline social performance; those who are active online show higher self-efficacy than those who are active offline. This study shows online social network interactions to be more closely related to student self-efficacy than offline interactions.

Age as a Differential-Psychological Factor of the Axiopsychological Design of Life Personal Achievements

The paper considers the concept of “chronological age”, approaches to its understanding, and features of use. The leading psychological characteristics of the period of adulthood – early, middle, and late – are outlined. It is noted that the period of adulthood (or maturity) is the longest phase of ontogenesis (in developed countries it is 3⁄4 of the human life), which tends to achieve the highest development of physical, intellectual, and spiritual abilities of the individual. Signs of adulthood are given, namely: other nature of development, less related to physical growth and rapid cognitive improvement; the ability to react, respond to changes, and successfully adapt to new conditions, constructively resolve contradictions and difficulties; overcoming addiction and the ability to take responsibility for oneself and others; certain character traits (firmness, moderation, reliability, honesty, ability to empathize, etc.); social and cultural guidelines (roles, relationships, etc.) for the success and timeliness of development in adulthood.The hypothesis about the influence of the age category on the course of axiopsychological projection of life achievements of an individual in the period of adulthood – early, middle, and late – is tested and confirmed.It was stated that the study involved 239 people, of whom 90 (38 %) were respondents of early adulthood – students of 4-5 courses majoring in “Primary Education”, 86 (36 %) – respondents of secondary, and 63 (26 %) – late adults – primary school teachers working in general secondary education institutions of Chernivtsi and Chernivtsi region.Based on the results of the empirical study, differences in the determinants of the axiopsychological design of life achievements of the individual by age were established. It was found that respondents of late adulthood better assess their psychological age in contrast to their younger colleagues – representatives of early and middle adulthood; they are also distinguished by a better indicator of subjective life, they are more optimistic, seek new knowledge, have a higher level of self-esteem and social self-efficacy, and better build a strategy of their own lives. The regularity is revealed: from the period of middle to the period of late adulthood, instrumental-subjective abilities acquire special significance in axiopsychological projection of life achievements of the person.

A community-based nurse-led medication self-management intervention in the improvement of medication adherence in older patients with multimorbidity: protocol for a randomised controlled trial

BackgroundOlder patients suffering from multimorbidity are at high risk of medication nonadherence. It has been well established that self-management support is an effective strategy to enhance medication adherence for patients with chronic conditions. However, little is known about the effect of the medication self-management intervention in older patients with multimorbidity. This paper presents the protocol for a study that aims to evaluate the effectiveness of a nurse-led medication self-management intervention in improving medication adherence and health outcomes for community-dwelling older patients with multimorbidity.MethodsThe study protocol follows the recommendations of the Standard Protocol Items: Recommendations for Interventional Trials 2013 statement. This study is a multicentre, single-blind, two-arm randomised controlled trial. Older patients with multimorbidity will be recruited from three community health centres in Changsha, China. A total of 136 participants will be randomly allocated to receive usual care or usual care plus the medication self-management intervention. The intervention will be delivered by community nurses. The 6-week intervention includes three face-to-face education sessions and two weekly follow-up phone calls. Participants in the control group continue to receive all respects of usual care offered by community healthcare providers, including chronic disease management, drug prescription, referral to hospital specialists, health education and consultations regarding patients’ diseases and treatments during centre visits. The primary outcome is medication adherence as measured by the 5-item Medication Adherence Report Scale. Secondary outcomes include medication self-management capacity (medication knowledge, medication beliefs, medication social support, medication skills, and medication self-efficacy), treatment experiences (medication treatment satisfaction and treatment burden), quality of life, and utilisation of healthcare services. All outcomes will be measured at baseline, immediately post-intervention, and at 3-month post-intervention.DiscussionThis study will provide evidence about the effectiveness of a medication self-management intervention, delivered by nurses, for older patients with multimorbidity and adherence problems. It is expected that the results of the study, if proven effective in improving patients’ adherence and health outcomes, will provide evidence-based self-management support strategies for healthcare providers in routine chronic disease management in community settings.Trial registrationThe trial is registered at ChiCTR.org.cn (ChiCTR2000030011; date February 19, 2020).

Relationship between psychosocial characteristics and asthma management self-efficacy of caregiver mothers: a pilot study of pediatric asthma management in Turkey

We analyzed the relationships between family functionality, caregiver burden, perceived social support, and asthma management self-efficacy of 300 Turkish mothers who provide care to pediatric asthma patients in this cross-sectional sampling study. The mean age of the caregiver mothers was 31.82 ± 5.08. Our study results showed that the participants had above moderate but insufficient perceived social support and asthma management self-efficacy and they were moderately satisfied with caregiver burden and family functioning. As mothers’ perceived social support increased, their satisfaction with family functioning and asthma management self-efficacy also increased but their caregiver burden decreased. Additionally, the caregiver mothers had a sufficiently high level of self-confidence in caregiving to children with asthma, and the caregiver mothers who received training or more information about asthma believed that they were able to manage asthma to a great degree. The researchers conducted regression analysis and they found that biological and social factors and the degree of caregiving burden were significantly associated with asthma management self-efficacy levels. The multivariate biopsychosocial model accounted for 37.4% of the total variance in asthma management self-efficacy. Parent asthma management self-efficacy levels of the caregiver mothers are largely linked to their biological and psychosocial characteristics.

An Examination of the Relationship of Core Self-Evaluations and Life Satisfaction in College Students With Disabilities

For many students with disabilities, the transition from high school to a postsecondary educational institution can be challenging as they navigate a new environment with new or different supports. Recent research has demonstrated strong relationships between core self-evaluations (CSE) and a variety of psychosocial and employment outcomes in individuals with disabilities. The purpose of this study was to test a mediation model of the relationship between CSE and life satisfaction in 195 college students with disabilities. Hayes’ (2018) PROCESS macro for SPSS was used to evaluate the model. The results showed that acceptance of disability, social support from significant others, employment-related self-efficacy, and social self-efficacy partially mediated the relationship between CSE and life satisfaction. The direct effect of CSE on life satisfaction was still significant after controlling for the effects of all mediators. Overall, CSE affected life satisfaction in college students with disabilities, both directly and indirectly, through improved disability acceptance, greater support from significant others, increased employment-related self-efficacy, and improved social self-efficacy. Implications of the results to improve life satisfaction in college students with disabilities are discussed.