Self-efficacy Theory Research Articles

Development of a psychometrically valid and reliable measure of primary care providers’ willingness to engage with value based payments and innovations in care coordination

BackgroundMost approaches to healthcare reform envision an enhanced role for primary care providers, supported by innovative payment methodology and improved resources. However, there are currently no instruments to measure providers’ ability and willingness to work with existing tools provided by payers, such as Accountable Care Organizations (ACO). In this study, we develop and psychometrically test a new instrument to measure provider engagement with ACOs.Methodology/ approachThe instrument was developed based on a self-efficacy theory of the adoption of innovations. We hypothesized two underlying constructs: Ease of Use (“Ease”) and Perceived Usefulness (“Usefulness”). Constructs were tested using confirmatory factor analysis. Reliability was assessed with Cronbach's Alpha and convergent and divergent validity. Survey subjects were Primary Care Providers engaged with an ACO.ResultsEigenvalue and scree plots indicated the hypothesized two factor model was appropriate. Four questions failed to load onto a single factor – three from Ease and one from Usefulness. Both scales have outstanding reliability, with an Alpha of 0.951 for Usefulness and 0.831 for Ease. For validity, the results are consistent with our prior hypotheses for convergent and divergent validity.ConclusionsThe new instrument is a valid and reliable measure of providers’ ability to work with and gain value from ACO participation.Practice implicationsThe success of any health care reform will be highly dependent on primary care providers’ willingness and ability to engage with payers. This instrument provides a new tool to measure the value and difficulty of that engagement by primary care providers.

The effect of life skills training on reducing domestic violence and improving treatment adherence in women with diabetes experiencing intimate partner violence: a randomized clinical trial based on the theory of self-efficacy

BackgroundIntimate partner violence (IPV) is a global health problem and the cause of chronic diseases, such as diabetes. It has a negative effect on adherence to treatment, decreases self-efficacy beliefs, and intensifies stress in women. Therefore, this study aimed to investigate the effect of life skills training based on the self-efficacy theory on IPV and adherence to treatment in women with type 2 diabetes.MethodsThis trial was conducted using a pretest-posttest design and follow-up after one month. The samples included 100 women selected by convenience sampling with random block allocation with type 2 diabetes and IPV. The intervention consisted of 8 sessions over one month of life skills training based on self-efficacy theory. Participants completed questionnaires at pre-test, post-test and follow-up, including a demographic information form and questionnaires on IPV and treatment adherence. Considered statistically significant at P < 0. 05.ResultsThe mean changes in IPV scores from the pre-test to the post-test were − 8.38 ± 4.06 and − 0.06 ± 3.09 in the intervention and control groups, respectively. Also, the reduction in the intervention group was significantly more than in the control group (P < 0.001; 95%CI=-9.75; -6.89). The mean changes in IPV scores from post-test to follow-up were − 1.36 ± 3.47 and 1.50 ± 4.14 in intervention and control groups, respectively, indicating a statistically significant difference between the two groups (P < 0.001; 95%CI=-4.38; -1.34). The mean changes in adherence scores from the pre-test to the post-test were 11.40 ± 4.23 and 0.68 ± 3.49 in the intervention and control groups, respectively. The increase was significantly higher in the intervention group than in the control group (P < 0.001; 95%CI = 9.18; 12.26). The mean changes in adherence scores from post-test to follow-up were 2.68 ± 5.06 and − 0.86 ± 2.43 in the intervention and control groups, respectively. The difference between the two groups was statistically significant (P < 0.001; 95%CI = 1.95; 5.12).ConclusionLife skills training based on self-efficacy theory reduced IPV and improved treatment compliance in women with diabetes under IPV. It is recommended that this training be taught to other patients with chronic conditions as a means of violence prevention and treatment adherence.Trial registrationThe trial was registered with the Iranian Registry of Clinical Trials (IRCT) on 13 October 2022 and can be found on the Iranian Registry of Clinical Trials platform. IRCT registration number: IRCT20090522001930N6.

Reducing public speaking anxiety in accounting students: a guided mastery approach to developing self-efficacy

ABSTRACT Research indicates that accounting students generally possess high levels of public speaking anxiety (PSA), which can impede their development of oral presentation skills. Despite the growing importance of these skills to success in the accounting profession, accounting curricula rarely incorporate strategies to mitigate PSA. This paper introduces a novel guided mastery approach (GMA), grounded in self-efficacy theory, that aims to reduce PSA by enhancing public speaking self-efficacy (PSSE). The effectiveness of the GMA is explored using a sample of students perceived to have high PSA; specifically, Chinese students enrolled (in-person and online) in a postgraduate accounting course within an Australian university. Using a pre- and post-test methodology, this study finds a significant association between the GMA and perceptions of both PSSE and PSA. Importantly, this association is found irrespective of whether students deliver presentations in-person or online via video recordings. Thematic analysis also reveals a decline in procrastination and an intrinsic change in perceptions of public speaking. The findings presented in this paper have important implications for all accounting educators aiming to enhance the public speaking skills of their students.

The effect of a virtual educational intervention based on self-efficacy theory on women’s skills of breast self- examination

BackgroundCorrectly, performing breast self-examination (BSE) has an important role in the early diagnosis of breast cancer and prevention of women's mortality due to it. The present study aimed to investigate the effect of virtual education programs on breast self-examination, self-efficacy, and skills.MethodsThis quasi-experimental study was conducted on 146 women who were 18–59 years old (73 in each intervention, and control group) working in Fars Oil Industry. Data collection tools included the researcher-made knowledge questionnaire (10 items), the self-efficacy questionnaire of Champion and Scott (10 item), and Wood’s breast self-examination skill questionnaire (23 items). The participants were selected by systematic random sampling and divided into intervention and control groups through Permuted blocks randomization. A four-week virtual educational interventions were conducted for the intervention group through the WhatsApp messenger by sharing educational videos, booklets, and posters. The control group received no education. The questionnaires were completed by both groups, before and two months after the intervention. Data were analyzed in SPSS version 22 using frequency descriptive statistics, independent t-test, and paired t-test.ResultsThe knowledge mean scores showed no significant differences in participants in the two groups before and after the intervention. The mean score of self-efficacy increased significantly, in both the intervention (p < 0.001) and control (P = 0.025) groups. After the intervention, the mean scores of BSE skills in the intervention group were significantly (p < 0.001) higher than the control group.ConclusionVirtual education using social networks alone is not able to increase and improve all aspects of BSE skills sufficiently.

A Self-Efficacy Theory-Based Study on the Teachers’ Readiness to Teach Artificial Intelligence in Public Schools in Sri Lanka

Objectives . This article explores teacher readiness for introducing artificial intelligence (AI) into Sri Lankan schools, drawing on self-efficacy theory. Similar to some other countries, Sri Lanka plans to integrate AI into the school curriculum soon. However, a key question remains: Are teachers prepared to teach this advanced technical subject to schoolchildren? Assessing teacher readiness is crucial, as it is intricately linked to the overall success of this initiative and will inform the development of appropriate policies. Participants . This study surveyed over 1,300 Sri Lankan public school teachers who teach Information and Communication Technology (ICT) using the snowball sampling approach. The respondents represent approximately 20% of the total ICT teacher population in Sri Lanka. Their readiness to teach AI was assessed using a general teacher self-efficacy scale specifically developed based on the well-established Self-Efficacy Theory. While key demographic factors like gender, education level and educational background were also collected, their impact analysis is not included in this article. Study Method . The study was conducted based on the premise that teachers’ readiness to teach AI hinges on their self-efficacy towards teaching AI in the classroom. This premise was substantiated through a review of existing research, and a conceptual model of teachers’ self-efficacy for AI instruction was developed. To assess this model, a nationwide survey targeting school ICT teachers was conducted. The questionnaire used in the survey was based on existing research on evaluating teacher self-efficacy. Data analysis, focusing on testing and validating the conceptual model, primarily employed the PLS-SEM approach. Findings . This study identified several key findings: (1) Teachers generally reported low self-efficacy regarding their ability to teach AI; (2) Teachers’ self-efficacy was most influenced by their emotional and physiological states, as well as their imaginary experiences related to teaching AI; (3) Surprisingly, mastery experiences had a lesser impact on their self-efficacy for teaching AI; and (4) Neither vicarious experiences (observing others teach AI) nor verbal persuasion had a significant impact on teachers’ self-efficacy. Additionally, the study revealed that the teachers’ own level of expertise in AI, along with their social capital, is insufficient to deliver a standard AI curriculum. Conclusions . The analysis of the results found that Sri Lankan teachers currently lack the readiness to teach AI in schools effectively. Potential lapses in certain sources of self-efficacy were also identified. It further revealed the need for a more systemic approach to teacher professional development. Therefore, the study recommends further research exploring the potential of incorporating a socio-technical systems perspective into the government’s teacher training initiatives.

Leadership Development in Women STEM Students: The Interplay of Task Behaviors, Self-Efficacy, and University Training.

This study explores the relationship between task-oriented behaviors, self-efficacy, and leadership emergence in women STEM students, grounded in the context of prototypical leadership theory and self-efficacy theory. Prototypical leadership theory emphasizes the alignment of leadership behaviors with group expectations, which, in STEM fields, are often task-oriented. The research examines how task-oriented behaviors, such as planning, decision-making, and supervision, influence women's self-perception of leadership ability and their subsequent emergence as leaders. Our results show a positive relationship between task-oriented behaviors and self-efficacy and a positive relationship between self-efficacy with leader emergence, with academic experience further ngthening this link. As students' progress through their programs, engaging in more teamwork and leadership tasks, their self-efficacy enhances, leading to stronger leadership emergence. Also, we found an indirect effect from task-oriented behavior to leader emergence via self-efficacy. These findings have significant implications for fostering leadership in women, particularly in STEM. The study calls for educational programs to enhance opportunities for women to develop these behaviors early on, ensuring their growth into leadership roles in STEM fields.

Exploring Influencing Factors and Strategies for Enhancing Self-Efficacy in Higher Education Teachers: A Case Study of a College in Changzhou

This paper explores the influencing factors and proposes strategies for enhancing self-efficacy among higher education teachers, with a specific focus on one college in Changzhou, Jiangsu, China. Drawing on Bandura's self-efficacy theory, the paper examines personal, institutional, and environmental factors that contribute to teachers' self-efficacy. It also reviews existing literature on effective strategies such as professional development, mentorship programs, and feedback systems. The findings suggest that enhancing self-efficacy through tailored professional growth opportunities, peer mentorship, and constructive feedback can significantly improve teaching quality and outcomes. The paper concludes with implications for institutional policies at the case study college, emphasizing the need for comprehensive support systems to foster teacher self-efficacy in China's evolving educational landscape. Future research should empirically validate the proposed conceptual framework to further inform educational practices.

Language teacher emotional intelligence: A scoping review

The current study reviewed and synthesized empirical research on foreign/second language teacher emotional intelligence (EI) using a scoping review approach. Specifically, 15 articles published between 2018 and 2024 were included and analyzed with a particular emphasis on the theoretical perspectives, research themes, research background, and methodologies. The results indicated that there were a variety of models and theories in language teacher EI research, with the trait EI model and theories of self-efficacy and emotion regulation receiving the most attention. Moreover, most reviewed studies regarded language teacher EI as an independent variable or antecedent, examining its impact on other individual and environmental variables. Underdeveloped regions, other target languages apart from English, multilingual teachers, and primary or secondary school teachers haven’t received much attention in the included articles. Additionally, homogenization in research design among these studies was noticeable, with quantitative studies, cross-sectional design, and self-reported questionnaires being prevalent. Finally, implications were provided based on these findings for the further development of language teacher EI.

This Course Is Ungraded: The Impact of Ungrading Practices on Students and Their Instructor

The researcher studied ungrading practices in an introductory course on emergent language and literacy in the early years for undergraduate students interested in pursuing careers as classroom teachers at an urban public college in the northeast United States. Based on the Scholarship of Teaching and Learning (SoTL), the researcher applied self-efficacy and reflective teaching theories to address how a course designed with ungrading practices impacted students' self-efficacy and the researcher as a reflective teacher. The researcher used mixed methods to analyze data. Findings show that students' participation presented a calibration of dynamic interaction between personal, behavioral, and environmental factors. Findings also show how integral it was to build a supportive learning community to develop students' self-efficacy. Ungrading practices created conditions for a humanizing pedagogy. The researcher applied an ethics of care that diminished power over students and instead emphasized power with students. This shift in power enabled dialogic discourse that informed responsive teaching and reflective practice. Rather than best practices, a course designed with ungrading practices is deeply contextual and requires an inquiry stance.

Motivating Medical Students: Adaptation of the Academic Motivation Scale within the Framework of the Self-Determination Theory

Introduction: Motivation plays a crucial role in the academic success and professional development of medical students. Understanding the intricacies of motivation within the context of medical education is essential for designing effective interventions and support systems. The aim of this study was to explore the adaptation of the Academic Motivation Scale within the framework of the self-determination theory and of the self-efficacy theory to assess motivation among medical students.Methods: The study adapted the Academic Motivation Scale to the Portuguese context, drawing upon insights from the self-determination theory. Two existing Portuguese scales, MATAMS and Ribeiro et al scale, served as foundational frameworks for the adaptation process. The study included qualitative interviews, which informed the creation of the Minho Medical Academic Motivation Scale – Minho-MEDAMS. This scale was applied to 281 medical students. To assess the scale’s validity, we used the exploratory and confirmatory factor analyses, and the Cronbach’s alpha to measure internal consistency.Results: The exploratory factor analysis showed strong results with a KMO of 0.862, leading to five factors and the removal of two items. The initial confirmatory factor analysis indicated poor fit, prompting the removal of items with low R-squared values. The final Minho-MEDAMS includes 18 items: six for intrinsic motivation, nine for extrinsic motivation and three for amotivation. This refined scale demonstrates high internal consistency (α = 0.831), making it a reliable tool for assessing medical students’ motivation.Conclusion: The successful adaptation of the Academic Motivation Scale within the self-determination theory framework presents a valuable instrument for assessing motivation in medical students. The Minho-MEDAMS offers a comprehensive understanding of motivational dynamics, facilitating targeted interventions and support mechanisms to enhance student engagement and success. Its validity and reliability render it a practical tool for educators, administrators, and researchers in the field of medical education. Ultimately, the Minho-MEDAMS contributes to the advancement of strategies aimed at cultivating motivated and proficient healthcare professionals.

Measuring Emotional Self-Efficacy of Students in Online Synchronous Teaching Environments in India

ABSTRACT Emotional self-efficacy of students has been found to be associated with their overall performance in different contexts. The exponential growth of online education and increased use of online synchronous teaching-learning environments presents an opportunity to assess the emotional self-efficacy of students in this unique context. Although there has been research in the area of technological self-efficacy, the unique demands of real-time online teaching in synchronous environments necessitate a deeper understanding of emotional self-efficacy. Grounded in Bandura’s Self-Efficacy Theory (1982) and Mayer and Salovey’s Emotional Intelligence model (1997), this study aims to develop and validate a standardized scale to measure the emotional self-efficacy of students in online synchronous teaching environments in India. The study was conducted on a diverse sample of 480 students from two universities in India. Exploratory factor analysis was performed on the first draft of the scale, which initially included 19 items scored on a 5-point Likert Scale. Two items were dropped from the scale model, with the final version containing 17 items. The four factors identified are “Perceiving emotions,” “Using emotions to facilitate thinking,” “Regulating emotions,” and “Recognizing classmates’ emotions.” The identified factors aligned with the adopted theoretical framework, and the cumulative proportion of variance in the rotated solution was 61.9%. The test–retest reliability of the scale was 0.752. The research has significant implications for designing online courses and programs, as well as for creating policies and practices to capitalize on the emotional gains of students through a well-planned strategy. The study calls for further research in the area of cross-cultural applications of the scale and the relationship between emotional self-efficacy and educational outcomes.

Effect of an educational intervention program on pregnant women’s ability to cope with childbirth pain in Western Kenya

INTRODUCTION Childbirth pain has remained a major challenge to women of child-bearing age over the years. Studies have shown that most women are not aware of the coping strategies to employ during childbirth. Severe childbirth pain can lead to adverse maternal and neonatal outcomes. Therefore, it is imperative to develop safe and innovative methods to cope with childbirth pain. The study aimed to investigate the effects of an educational program on women's ability to cope with childbirth pain in the context of lower and middle-income countries. MATERIALS AND METHODS A Quasi-experimental design was used to assess the impact of an educational intervention built on self-efficacy theory. Pregnant mothers were recruited at antenatal care services and were assigned to either the control group or the intervention group. The intervention group received two sessions of 2 hours each of the intervention between the 32nd– 35th weeks of gestation. Follow-up and evaluation on outcome measures were conducted within 48 hours after delivery. The strength of pain was measured by the visual analogue pain scale and the Mac-Gill pain questionnaire. RESULTS Findings indicate that relative to the control group, the intervention group was significantly more likely to demonstrate lower perceived pain both on the visual analogue scale (P&lt;0.001) and the McGill pain questionnaire (P&lt;0.001). Further analysis revealed that the non-intervention group had increased severe pain [OR=3.099,95% CI (1.080-8.887), P=0.035], unbearable pain [OR=27.930,95% CI (9.354-83.399), P=&lt;0001], while permanent employment reduced unbearable pain [OR=0.038 95% CI (0.003-0.549), P=0.016]. CONCLUSION AND RECOMMENDATIONS The educational intervention program was effective in decreasing pain intensity and severity during childbirth. Training programs should be integrated into the antenatal care program and offered to mothers during the third trimester of pregnancy to enhance women's coping skills during childbirth.

The Impact of Student Attitude on Information, Communication, Creation Skills and Student Engagement

The Malaysian education system is guided by the Malaysia Education Blueprint, which drives the overall quality and effectiveness of education in the country. This study provides insights and assists in forming informed guidelines for the Ministry of Education regarding the impact of skill factors. The relationship between the direct effects of these three primary skills and attitudes is supported by Self-Efficacy Theory (SET). The indirect relationship, where attitude mediates the effects of these skills on student engagement, is supported by Self-Determination Theory (SDT) and Social Cognitive Theory (SCT). A questionnaire was distributed to local university students currently in their fourth semester and analyzed using the Structural Equation Model using Partial Least Square (PLS). The structural model results direct relationship between attitude and student engagement and between information skills and attitude. In addition, the mediation analysis shows that the relationship between information skills and student engagement, mediated by student attitude, was significant. Based on these results, it is recommended that the Ministry of Education focus on providing supportive resources, such as learning environments and training for educators, in the upcoming Malaysia Education Blueprint for 2026 to 2036. Additionally, offering Digital Literacy Programs to equip students with information skills can positively influence student attitudes and thereby increase the level of student engagement, which is crucial for improving the academic performance and achievement of Malaysia’s educational system. Future research should include a cross-cultural comparison to reconsider educational theories for Asian countries, as many theories are currently based on Western educational settings and contexts.

Using Animation to Address Disparities in Kidney Transplantation

ABSTRACT This essay reviews an arts-based project based in Buffalo, New York, seeking to educate patients with kidney failure and their social network about the transplantation process. Through a multi-phase arts-based research project, informed by a community-based steering committee and key stakeholders, 33 educational animated videos were developed and tested for efficacy in samples of diverse patients at a regional transplant center. Animation was chosen for its potential to better explain health concepts more sensibly to patients and support knowledge dissemination to their social network, who may donate a kidney or support a recipient or donor. The videos are 2D, short in duration, and designed for easy viewing on small devices using characters, scenes, narration, and movement. Aesthetic choices reinforce learning: characters have confident posture, memorable features (e.g. hair style, clothing color) with minimal detail, and model diverse races, ethnicities, gender, and body types. Scenes feature light backgrounds, illuminate main images, and are as large as possible for small screens. Narration is slow, calm, and uses strategic pauses to introduce concepts. Movement is selective to reinforce the message (signaling). The animation was guided by self-efficacy theory and the cognitive theory of multimedia learning. Findings to date indicate promising results with respect to patient knowledge and the feasibility of using animation to address disparities in kidney transplantation. Figures illustrate the evolution of the project and provide examples of the art used to capture a given aspect of the transplantation process.

The effect of educational intervention based on self-efficacy theory on promoting adolescent oral health behaviors through mobile application: a randomized controlled trial study

BackgroundOral health is so important for the adolescent age group that the World Health Organization has listed oral health as a lifelong prerequisite for maintaining public health; Therefore, this research was carried out with the aim of the effect of educational intervention based on self-efficacy theory on the promotion of behaviors related to oral health of adolescents through mobile application.MethodsIn this clinical trial, 80 adolescents aged 13–15 years from Shushtar city were selected using a random cluster sampling method and assigned to either the test or control group. The data collection tools included a standard questionnaire for measuring Oral health behavior (awareness, attitude, behavior) and a standard questionnaire for measuring self-efficacy (self-efficacy in brushing teeth, self-efficacy in using dental floss, and self-efficacy in visiting the dentist), as well as demographic characteristics. Training was provided to the test group via a mobile application for 3 weeks. During the intervention, the control group did not receive any training. Questionnaires were distributed in both groups immediately after the intervention, as well as one month and three months post-intervention, and data were collected. In accordance with research ethics, at the end of the study, the educational content was provided to the control group. Collected data were analyzed using SPSS 22 software and Mann-Whitney and Friedman non-parametric tests.ResultsThe findings showed that the educational intervention through the mobile application was effective in improving the average scores of awareness, attitude, self-efficacy in brushing teeth, flossing, visiting the dentist, and the behavior of adolescents regarding oral health behaviors, and this statistical difference was significant compared to before the educational intervention (P < 0.05), while no change was observed in the control group (p > 0.05).ConclusionConsidering that adolescents aged 13–15 years are the age of starting behavioral habits, including oral health behaviors, and on the other hand, their interest in using technology and virtual spaces is high, it is suggested that part of the education of this age group should be designed and implemented in the platform of mobile application.Clinical TrialRegistration in Iran Clinical Trial Center with ID code (IRCT20200120046204N1) Date of.Registration: 2018-02-25.

Additive vs. redundant properties of theory in the advancement of weight-control behaviors within community-based obesity treatments in lower- to lower-middle income women

BackgroundObesity is a growing epidemic with non-surgical/non-pharmacological interventions having only nominal and transient effects on excess weight. Those persistent shortcomings are associated with minimal understandings of impacts of treatment-associated changes in psychological variables and their relationships. Women of lower incomes have high rates of obesity and might have increased difficulties accessing evidence-based programs.MethodsWomen with obesity of lower- to lower-middle incomes participated in 6-month community-based treatments in the United States emphasizing either self-regulatory skills development (behavioral methods group: n = 63) or typical education in exercise and healthy dietary practices (education group: n = 48).ResultsThere were significant 6-month improvements in self-regulation, self-efficacy, mood, physical activity/exercise, dietary behaviors, and weight in both groups. All improvements were significantly greater in the behavioral group. Based on the incorporation of multiple behavioral theories, separate multiple regression models were fit for prediction of the weight-loss behavior changes. Stepwise entry of changes in self-regulation, self-efficacy, and mood each significantly contributed to the explained variance in physical activity/exercise change. Change in self-efficacy was most relevant in the prediction of change in dietary behaviors. Change in physical activity/exercise was significantly related to change in dietary behaviors; however, a regression analysis indicated that only physical activity/exercise change was a significant independent contributor to the overall accounted-for variance in lost weight.ConclusionBy incorporating key tenets of social cognitive theory, self-efficacy theory, self-regulation theory, coaction theory, and the mood-behavior model in an additive manner, suggestions and emphases for addressing psychological variables for improved weight-loss behaviors within scalable obesity treatments were advanced.

Factors influencing nursing students' willingness to volunteer during wartime emergencies: A cross sectional study in Israel

BackgroundDuring wartime emergencies, the Ministry of Health in Israel faces workforce shortages, prompting consideration of nursing students as auxiliary support. Understanding the factors influencing nursing students' willingness to volunteer, is essential for effective crisis preparedness. AimThe research seeks to identify how self-efficacy, positive attitudes, institutional support, knowledge, age, gender, prior experience, and familial obligations impact nursing students' readiness to volunteer during mass casualty events in wartime. DesignThis study employed a descriptive, cross-sectional research approach. SettingsNursing schools in Israel. ParticipantsA convenience sample of 300 nursing students who had commenced their studies for at least one month. The study targeted nursing students across Israel, regardless of their specific school affiliation. Recruitment was conducted through various channels, including face-to-face recruitment, emails, and synchronous chat groups. MethodsData were collected using a structured self-report questionnaire based on Bandura's self-efficacy theory and adapted from existing literature. Statistical analyses, included t-tests, Pearson correlation, and linear rand logistic regressions. ResultsThe study found high levels of intent (M = 3.33, SD = 0.83), perceived self-efficacy (M = 3.25, SD = 0.54), and positive attitudes towards volunteering during wartime (M = 3.57, SD = 0.54) among nursing students towards volunteering during wartime. Significant correlations were observed between students' willingness to volunteer during wartime and factors such as positive attitudes to volunteer during wartime (r = 0.543, p < 0.01), perceived self-efficacy (r = 0.313, p < 0.01), institutional support (r = 0.313, p < 0.01), knowledge (r = 0.138, p < 0.05), age (r = 0.179, p < 0.01), and previous volunteering experience (r = 0.158, p < 0.01). Regression analyses indicated that positive attitudes towards wartime volunteering, perceived self-efficacy, institutional support, and prior volunteering were significant predictors of the intention to volunteer. ConclusionsNursing students in Israel demonstrate a high willingness to volunteer during wartime, influenced by factors such as perceived self-efficacy, positive attitudes towards volunteering, and institutional support. While these findings suggest potential areas for enhancing volunteerism, further research is needed to assess the effectiveness of targeted training and support interventions. Nonetheless, fostering these key factors could strengthen the healthcare system's capacity to respond to wartime emergencies.

Does Introducing FAQs Boost Self-Service Government?—A Study of Local Government Websites

ABSTRACT Government websites remain a crucial means of communication with citizens, even in times of artificial intelligence. However, if not designed with usability in mind, users will call or e-mail to get answers, thereby wasting administrative resources. Little research exists on this issue of government efficiency. Drawing on self-efficacy theory, we address this gap and introduce Frequently Asked Questions (FAQs) to the websites of five Swiss local governments to see if self-service government increases. We find improvements only if administrations tell users about the FAQs on other channels. Thus, our study advances the debate on government efficiency in the digital space.

Exploring the role of entrepreneurial self-efficacy into performance of graduate-owned small and medium-sized enterprises in Tanzania

PurposeThe study assessed the role of entrepreneurial self-efficacy (ESE) in the performance of graduate-owned small and medium-sized enterprises (SMEs). Specifically, the paper focused on how graduate owners’ confidence in identifying and commercializing new business opportunities and create new commodities according to the market demand influences both, the financial and non-financial performance of graduate-owned SMEs.Design/methodology/approachThe study employed a cross-sectional survey design, in which 228 SME graduate owners majored in entrepreneurship were involved through online structured questionnaires. The relationship between the variables was determined by using partial least squares structured equation modeling (PLS-SEM).FindingsThe results indicate that entrepreneurial self-efficacy of graduate SME owners influence the financial and non-financial performance of their SMEs. Specifically, financial performance values have a ß-value of 0.576 and a p-value of &lt;0.0001, non-financial performance values have a ß-value of 0.275 and a p-value of &lt;0.0001.Practical implicationsIn order to improve the performance of graduate-owned SMEs, universities should strive to equip graduates with self-confidence, which will enable them to utilize their entrepreneurial competences acquired through the entrepreneurship course programs. This will enable them to tackle business environmental challenges and be able to run successful businesses.Originality/valueThe results of this study extend the use of the self-efficacy theory in explaining the performance of graduate-owned SMEs in Tanzanian. Further, the study focused on ESE as a specific domain developed from entrepreneurship learning for entrepreneurial outcomes. Therefore, the study engaged graduate entrepreneurs who majored in entrepreneurship, which has not been the focus in most studies.

The Relationship Between Faculty Support, Academic Self-efficacy, Academic Emotions, and Online Learning Performance Among University Students in China

Online learning performance (OAP) serves as a critical determinant of educational quality and students’ academic success. In this study, we probe into the impact of faculty support (FS) on online learning performance among university students and assess the mediating roles of academic self-efficacy (ASE) and academic emotions (AE). A quantitative survey design was adopted, which involved public universities in Sichuan province in China. The participants consisted of 2,124 public university students who were selected via stratified sampling. Data were analyzed using partial least squares structural equation modelling (PLS-SEM) via Smart PLS 3.0 software. The analysis conducted using the standard bootstrapping procedure allowed for the estimation of both direct and indirect path coefficients in the study. Supported by the social support theory of faculty support, social cognitive theory of academic emotions, and self-efficacy theory of academic self-efficacy, Our results indicate that (1) a positive association between faculty support and students’ online learning performance, (2) the mediating effect of academic emotions between faculty support and online learning performance, and (3) the mediating effect of academic self-efficacy between faculty support and online learning performance. This study echoes prior research emphasizing faculty support as a pivotal component in enhancing student learning outcomes, while spotlighting the crucial role of academic self-efficacy and emotions in bolstering this relationship. This study, of noteworthy significance, foregrounds the importance of faculty support, academic self-efficacy, and academic emotions in optimizing online learning performance in higher education. Future research directions and implications are further discussed.