Vicarious Experience Research Articles

Online information retrieval self-efficacy of library professionals: a predictor of patrons’ satisfaction in university libraries

PurposeThe primary purpose of this study was to check the online information retrieval self-efficacy among library professionals in predicting the satisfaction of patrons within universities’ libraries.Design/methodology/approachThe study was grounded on Bandura four sources of self-efficacy, encompassing mastery experience, vicarious experience, social persuasion and physiological states. To accomplish this, a meticulously designed questionnaire was administered to collect data from library professionals employed in universities libraries recognized by the Higher Education Commission in Punjab and capital city of Pakistan (Islamabad). Following by the validation of assumptions, researchers conducted a multiple linear regression test to predict the outcomes of the dependent variable by using the independents variables. Additionally, a comparative evaluation was carried out among all the independent variables to determine their respective contributions to satisfaction of library patrons.FindingsThe results emphasized the distinct and substantial significance of three variables, physiological states, social feedback and mastery experience in predicting the satisfaction of library patrons. Nevertheless, vicarious experience did not demonstrate a significant influence on the satisfaction of library patrons. Furthermore, influence of physiological states on the improvement of library patrons’ satisfaction was relatively higher compared to other three self-efficacy sources. In conclusion, research established the essential role of online information retrieval self-efficacy in enhancing the satisfaction of library patrons.Practical implicationsThe findings of the study can form a solid basis for devising academic programs to train the library professionals for effective utilization of various information systems and databases. These programs play an important role in improving the self-efficacy of library professionals, ultimately refining their skills in online information retrieval.Originality/valueIn essence, this study provides insights into the factors which are pivotal in effective information searching process, ultimately leading to increase the satisfaction level of library patrons which has not been previously researched in Pakistan as well as the world context. Moreover, the study significance lies in contribute to academic discourse, its potential to transform and promote the library services and as well as empower library professionals in delivering the satisfying and efficient experience for library patrons in the current digital age.

Motivational Factors in Adherence among Elderly with Diabetes and Hypertension

This qualitative study aims to explore the motivational factors in adherence among the elderly with diabetes and hypertension from the perspectives of patients and health professionals in China. Semi-structured face-to-face interviews were conducted. Thematic analysis of the interview transcripts unveiled eight master themes, including vicarious experiences, health beliefs, self-efficacy, feedback on health outcomes, the desire for improved health and longevity, understanding of diseases, perceived personal deterioration in health conditions, external regulation, and support. This study emphasizes the need for comprehensive strategies that align with the motivations of older individuals facing the dual challenges of diabetes and hypertension in China.

PERCEIVED SELF-EFFICACY AND ACADEMIC PERFORMANCE OF STEM SENIOR HIGH SCHOOL STUDENTS

The manner schools taught changed from face-to-face to online delivery due to the Covid-19 pandemic. But learners perceived online lessons burdened mental and psychological health, ability to learn, and literacy in reading, writing and arithmetic. Conversely, local studies deemed learners’ ability to succeed in classes improved from moderate pre-pandemic to high during. This study described the sources of self-efficacy, which are mastery experiences, vicarious experiences, verbal persuasion, and physiological feedback of STEM students at NU Fairview Incorporated, were utilized as respondents. As a result of the study, it is showed that the source of their self-efficacy were their mastery experiences which are attributed to frequent engagement in activities and success experiences. It is also found out that there is no significant difference between the sources of self-efficacy and STEM students’ GWA. On the other hand, perceived self-efficacy vary between male and female. Also, vicarious experiences appear to vary on perceived self-efficacy across different specialization within STEM. Findings call for improving teachers’ practices in giving positive feedback on the learners’ output and performance in class. In addition, the need to improve on constructing written works, and activities which are time-bound, and meaningful which intends to encourage and not to exhaust students.

Assessment of the Institute for Research Design in Librarianship, Phase 2: Impact on the Research Productivity and Careers of Academic Librarians

Objective – This article reports on the qualitative phase of a two-phase sequential mixed-methods study to assess the first six years of the Institute for Research Design in Librarianship (IRDL), a continuing education program for academic and research librarians. The study is designed to assess the effectiveness of IRDL in meeting short-term and long-term programmatic objectives related to the research productivity, job performance, and professional identities of the participants in the program. Methods – In this second part of a two-phase study, the authors conducted focus group and individual interviews with 37 IRDL participants (hereafter called Scholars) and coded the resulting transcripts. The first phase of the study surveyed all 124 program participants; the results were reported in an earlier article in this journal. The second-phase interviews were conducted and then coded using a deductive process. The researchers identified transcript excerpts that explored the concepts of research productivity, job performance, and identity as a researcher. Each of these concepts was further sub-coded to explore the four sources of self-efficacy, as described in Albert Bandura’s theory: mastery experiences; verbal or social persuasion; vicarious experiences; and physiological and affective states. Results – The majority of the conversations in both the in-depth individual interviews and the focus group interviews centered around research productivity; approximately 70% of the transcript excerpts from focus groups and 55% of the individual interviews addressed issues related to productivity. Participants also discussed the impact of IRDL on their job performance and their identify as researchers. Gaining research confidence had a notable positive impact on job performance related to classroom teaching and supporting researchers. Within these areas of conversation, all sources of self-efficacy were evident, but the most frequently noted were influences related to mastery learning and social persuasion, through mentorship and becoming part of a peer research community. Conclusion – The findings from the focus groups and in-depth interviews deepen the meaning of the results from the quantitative phase of our IRDL assessment research. The participants in the study reported both frustration and satisfaction with conducting their research. A supportive environment focused on helping librarians gain needed research skills, practice those skills, and become part of a research community contributes to research confidence and productivity, improved job performance, and identity as a researcher. The findings of this study have implications for developing librarians as researchers, including the importance of a supportive work environment, research mentoring, and the positive influence of becoming part of a research community.

What are topic emotions? A comparison of children's emotional responses to climate change, climate change learning and climate change picturebooks

AbstractPekrun and his colleagues highlight the significance and diversity of emotion in education. Their analysis suggests that these emotions can be categorised by their stimuli into those related to the classroom: activities, outcomes, relationships, topics and knowledge processes (epistemic). Most research in this area has focused on achievement emotions, with relatively limited research exploring topic emotions. This paper develops a framework for conceptualising topic emotions. It reports on a design‐based study that captured children's expressions of emotion in response to a climate change education programme using picturebooks. The data brought together emotional responses to climate change, to learning about climate change and to climate‐related picturebooks. Qualitative analysis of these responses highlights how they differ not only with regard to the emotions expressed, but also the structure of the emotional experience. Emotional responses to the broad topic of climate change were expressed as ongoing analytical judgements, where those related to learning about climate change were immersive and finite. Reading climate‐related picturebooks involved exploring how emotion is communicated and evoked. This supported quasi‐emotional experiences, where the reader imagines the emotions of the characters. The picturebooks are also shown to create vicarious emotional experiences, involving ethical‐based responses to the behaviour and circumstances depicted. Based on this analysis, the paper proposes a framework for disaggregating these differing emotional experiences related to topic.

Harry Potter and the leadership educator: using film to teach team leadership

PurposeThis article focuses on how the film, Harry Potter and the Sorcerer’s Stone (Columbus, 2001; Rowling, 1998), can be used to teach the concepts related to team leadership. In addition, the article offers a discussion of the student and professor perspectives on using film in the classroom and provides recommendations for implementation.Design/methodology/approachWe applied Tuckman and Jensen’s (1977) stages of small group development to frame a vicarious learning experience utilizing the movie, Harry Potter and the Sorcerer’s Stone. This approach is grounded in experiential learning, guiding learners through a shared experience, reflection, conceptualization, and experimentation.FindingsPopular culture artifacts (PCA) can be used to transport learners to a context within which they can vicariously experience leadership concepts that might otherwise be abstract.Originality/valueIntentional preparation and facilitation can result in engaged, effective leadership learning through film.

VIETNAMESE NOVICE EFL TEACHERS’ PERCEPTIONS OF SELF-EFFICACY

Teacher self-efficacy refers to teachers’ beliefs in their capacity to influence students and assist them to achieve desired learning outcomes. Previous studies have indicated the correlation between teacher self-efficacy and their teaching performance, attainments, and commitment to the career. Nevertheless, not much investigation has been conducted in the context of Vietnam to develop a more profound understanding of teacher self-efficacy, especially that of novice teachers with limited teaching experience and a possible lack of certainty to pursue the teaching career, hence the need for thorough inquiries. To fill the gap in the existing literature, this research study was carried out to investigate the perceptions of self-efficacy of Vietnamese novice EFL (English as a foreign language) teachers. By employing mixed methods with exploratory sequential design, involving semi-structured interviews followed by questionnaires, this study aims to offer sound grasp of the perceived sources of self-efficacy and the extent to which those sources influence novice EFL teachers in different teaching contexts in Hanoi, Vietnam. The findings revealed six primary sources of teacher self-efficacy: (1) past teaching experiences; (2) impacts from students; (3) teacher’s knowledge of content, language and pedagogy; (4) vicarious experiences; (5) feedback from stakeholders; (6) physiological and emotional states. Furthermore, the knowledge of content, language and pedagogy was the most impactful source, followed by other sources namely students’ behaviors, academic progress and teacher-student rapport.

What causes consumers to participate in collaborative consumption? A self-efficacy perspective toward Peer-to-Peer (P2P) secondhand platforms

ABSTRACT Peer-to-peer (P2P) secondhand platforms refer to platforms that enable consumers to voluntarily exchange used items, such as used clothes. Because this type of collaborative consumption relies on consumers’ conative commitment, such as listing and searching items and arranging the exchange, consumers’ self-efficacy may play a critical role. Based upon Bandura’s self-efficacy theory, this study analyzed 322 consumers and found that four antecedents (i.e. performance accomplishments, vicarious experience, social persuasion, physiological state, and emotional state) have distinctive effects. Performance accomplishments influenced self-efficacy negatively, but influenced behavioral intention positively. Vicarious experience influenced neither self-efficacy nor behavioral intention. Social persuasion did not increase self-efficacy, but increased behavioral intention directly, while individuals’ physiological state increased self-efficacy but did not influence behavioral intention directly. Individuals’ emotional state increased both self-efficacy and behavioral intention significantly, and lastly, self-efficacy increased behavioral intention significantly. The results show which factors increased or decreased consumers’ self-efficacy judgments regarding the use of P2P secondhand platforms, and whether these judgments ultimately influenced their behavioral intention to use the platforms.

A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching

ABSTRACT The cultivation of robust teacher self-efficacy (TSE) has been regarded as essential in the early career stages; however, little is known about its sources and changing mechanisms during such a period, especially in the Chinese context. The study utilised a longitudinal qualitative method, interviewing participants (n = 6) at the beginning and completion of their professional experience and the end of the first teaching semester. The results indicate mastery experience and vicarious experience were the most reported sources, whereas neither social persuasion nor physiological and emotional states were valued. Variations in the effects and cultural specificity of the sources were apparent. Implications and limitations are discussed.

The Role of Belief Sources in Promoting Goal Orientation Beliefs, Self-Efficacy, and Beliefs About the Role of Teachers in Mathematics Learning

Goal orientation beliefs, self-efficacy, and beliefs about the role of the teacher in mathematics learning have been known as important factors in promoting students’ success in mathematics. Beliefs can be shaped through four principles: mastery experience, vicarious experience, social persuasion, and physiological state. This study examined the structural relationship between belief sources, goal orientation beliefs, self-efficacy, and beliefs about the role of mathematics teachers. Seventeen classes were selected randomly within 35 classes from fifth and sixth grade, four private schools in Surabaya, Indonesia. Five hundred-five students participated in the present study. Partial Least Square structural equation modeling was performed to analyze the data. The result showed that mastery experience and vicarious experience positively predicted students’ goal orientation beliefs, self-efficacy, and beliefs about the role of the teachers. Social persuasion significantly influenced self-efficacy and beliefs about the role of mathematics teachers but not goal orientation beliefs. Among the belief sources, social persuasion is the strongest predictor for self-efficacy. Vicarious experience is the most powerful predicator for goal orientation beliefs and beliefs about the role of mathematics teachers. Meanwhile, the physiological state only negatively predicted goal orientation beliefs. The contribution of the findings of our study for mathematical teaching practices in Surabaya-Indonesia was discussed.

Overcoming Low Teaching Self-efficacy of English as a Foreign Language Teachers in Secondary Vocational Schools

The new English curriculum stand (MOE, 2020) has put forward high requirements for China secondary vocational school English as a Foreign Language (EFL) teachers’ qualities. As part of teachers’ qualities, teaching self-efficacy determines their teaching practices and students’ general achievements. Research has found China secondary vocational school EFL teachers lack confidence in teaching processes (Liu, 2018). Therefore, this study reports on a qualitative study exploring factors contributing to the enhancement of EFL teachers’ teaching self-efficacy in China secondary vocational education context. It is based on the views of 12 experts from Higher Education Institutions, Teacher Training Colleges and the Academy of Educational Sciences, and Secondary Vocational Schools in China to learn more about what factors can enhance EFL teachers’ teaching self-efficacy in China secondary vocational schools. The interview data were examined using thematic analysis which allows for a detailed exploration of the data, and 12 themes emerged from that analysis in terms of experiences, knowledge, and school culture. These themes encompassed various aspects, including enactive mastery experiences, vicarious learning experiences, interactive experiences, physical and emotional states, learners and learning, the pedagogy and curriculum, the English language, the self, vocational background, school spiritual culture, school material culture, and school system culture. The article concludes by considering the implications of the results for those designing policies and professional learning activities for secondary vocational EFL teachers and suggesting potential avenues for future research.

Development and validation of scales for speaking self-efficacy: Constructs, sources, and relations.

Speaking is not a compulsory language skill assessed in the English subject of the National College Entrance Examination in China. This explains why, in elementary and secondary schools, less focus has been placed on the development of English-speaking abilities among Chinese students, resulting in their unbalanced mastery of language skills. Although self-efficacy is a crucial factor influencing students' language performance, our understanding of speaking self-efficacy is insufficient in terms of its construct, its sources, and the relationships between the two. We, therefore, constructed psychometrically sound instruments to measure speaking self-efficacy, including the EFL Speaking Self-Efficacy Scale (EFL-SSES) and the EFL Sources of Speaking Self-Efficacy Scale (EFL-SSSES), in accordance with Bandura's 1986 self-efficacy theory. Additionally, we performed path analysis to figure out the relationship between the construct and the sources of speaking self-efficacy. The results revealed the key role of physiological and emotional states and marginal importance of vicarious experience for speaking self-efficacy, advancing our grasp of self-efficacy theory in the speaking domain. Our research sheds valuable light on how to assist researchers and educators in identifying and enhancing students' speaking self-efficacy via a variety of sources.

Pre-service elementary teachers’ science and engineering teaching self-efficacy and outcome expectancy: exploring the impacts of efficacy source experiences through varying course modalities

BackgroundTeacher efficacy is one of the most influential components for effective instruction, highlighting the importance of providing preservice teachers (PSTs) with opportunities to learn how to teach engineering during their college preparatory coursework. Making space for engineering instruction within science methods coursework could provide opportunities for PSTs to enhance their engineering teaching efficacy but also requires course instructors to give up some time previously devoted to science-focused instruction. The purpose of the current study was to explore how infusing engineering learning opportunities into a science methods course impacts PSTs’ engineering and science teaching efficacy and outcome expectancy.ResultsPre/post-surveys were completed by PSTs enrolled in a Kindergarten-8th grade science methods course offered in four modalities (i.e., face-to-face, hybrid, online, rapid shift online). The course offered multiple engineering-focused learning activities and vicarious experiences. PSTs’ science teaching efficacy beliefs, engineering teaching efficacy beliefs, science teaching outcome expectancy, and engineering teaching outcome expectancy all significantly increased from pre- to post-test. There was no significant difference between efficacy gains based on course modality. The purposeful inclusion of multiple engineering activities and vicarious experiences allows for significant gains in science and engineering teaching efficacy and outcome expectancy regardless of the modality in which the course is taken.ConclusionsThis study shows that having varied efficacy source experiences while learning engineering design can result in increased efficacy, even in the absence of field experience and face-to-face coursework, and that the inclusion of these engineering experiences with science methods coursework does not detract from enhancing science teaching efficacy beliefs and outcome expectancy. Further research is needed to more closely examine individual components of science methods courses and the impacts each component has when implemented using different course modalities.

The Origins of Emerging Adults’ Work–Family Balance Self-Efficacy: A Dyadic Study

Despite the well-known benefits of work–family balance self-efficacy (WFBSE), little is known about its predictors. This study addresses this gap by examining predictors of WFBSE (enacted and vicarious experiences in multiple role management), the relative strength of predictors, and a moderator (parent-child closeness) that facilitates vicarious learning. Dyadic survey data were collected in Singapore from 108 emerging adults ( Mage = 21.8, SDage = 1.51 years) and their same-gender parents. Results from hierarchical regression analyses suggest that emerging adults’ work-school conflict (enacted failure) and parental work-to-family conflict (observed failure) were negatively associated with WFBSE. Dominance analysis supported the hypothesis that mastery experience is a stronger predictor of WFBSE than vicarious experience is. As expected, perceived parental work-to-family conflict had a stronger negative relationship with WFBSE among emerging adults who reported higher parent–child closeness. Implications for future research on emerging adults’ WFBSE and career development practice are discussed.

Promoción de la autoeficacia en madres con hijos/as que egresan de unidades de cuidado intensivo neonatal

IntroductionThe mothers of newborns who are discharged from a neonatal intensive care unit (NICU) experience stress and anxiety due to the specialized care their child requires at home, affecting their perception of maternal self-efficacy. Objectiveto evaluate the effect of the nursing intervention called Hospital Discharge Plan (HDP) on the promotion of self-efficacy in mothers of newborns discharged from the NICU. MethodQuantitative study, quasi-experimental design with pre-test/post-test in a single group, using the Parental Evaluation Scale applied to a convenience sample of 72 mothers of high-risk newborns from a NICU located in the city of Villavicencio (Colombia). The first measurement was taken between days 3 and 4 before discharge and at 15 days’ post-discharge. Data processing was carried out using the statistical program SPSS, version 21. The intervention was based on the four concepts of self-efficacy by Barbara Resnick. ResultsThe perception of maternal self-efficacy before the intervention showed a median of 8.9 points (RI 7.6-9.5); after the intervention it showed a median of 9.6 points (RI of 10-8.7); a statistically significant p-value < 0.001 was obtained before and after the intervention with the Wilcoxon rank test. ConclusionsEducation and follow-up promoted the development of knowledge and skills in mothers for the care of high-risk newborns. This contributed to the experience of mastery and vicarious experience from the teaching-learning process and contact with the experience of other mothers, which contributes to the effective development of motherhood.

Thumb up or Head down? The Impact of Upvote on Social Media Self-efficacy

Social media platforms have precipitated a paradigm shift in the way individuals interact and perceive their social context. This research delineates the intricate interplay between social media self-efficacy (SMSE) and the one-click feedback behavior. It employs a systematic review of extant literature surrounding the theoretical underpinnings of SMSE, alongside user behaviors and purposes pertinent to online social engagement. Furthermore, the research unravels the sequences of how unitary behaviors swiftly culminate in the attainment of mastery experience, one of the four elements of SMSE, while casting no positive reverberations on the other three facets vicarious experiences, social persuasion, and emotional states especially when juxtaposed with in-person interactions. Moreover, the surfeit of information encountered on these platforms exacerbates the process, engendering depressive symptoms and pressure among social media users. In this narrative, the research elucidates potential interventions like decelerating users viewing speed to ensure adequate cognitive processing, thereby nurturing a more wholesome digital interaction ecosystem. Through rigorous analysis, this study dissects the considerations for the design of interfaces on social media platforms to bolster positive user experiences and overall psychological resilience.

Marital Adjustment and Emotional Empathy in Married Couples

Marital adjustment is the state in which there is feeling of happiness and satisfaction between husband and wife with their marriage and with each other. Marital adjustment refers to a process and outcome which is determined by the amount of differences, interpersonal tensions and personal anxiety, satisfaction, cohesion and consensus and affection expression in marital relationship. Emotional empathy refers to one's vicarious experience of another's emotional experiences and feeling what the other person feels. The present study adopts a between groups design to study the difference between married couples living in same city and married couples living in different cities with respect to marital adjustment and its dimensions and emotional empathy. The study also adopts between group design to study gender difference among the married couples living in same city and married couples living in different cities. Furthermore, the study adopts correlational design to determine the relationship between marital adjustment and emotional empathy among married couples living in same city and married couples living in different cities. Non-probability purposive sampling was used to select a sample of married couples living in same city (N=50) and married couples living in different cities (N=50). Results showed that there were significant differences between married couples living in same city and married couples living in different cities with respect to the satisfaction, consensus, cohesion and affection expression dimensions of marital adjustment and emotional empathy. Significant differences were also found between men and women with respect to the satisfaction and consensus dimensions of marital adjustment and emotional empathy. The study recommends that support and understanding from spouses and better affection expression would help married couples achieve greater marital satisfaction.

Pengaruh Self-Efficacy Pada Kecemasan Tokoh Utama Dalam Novel A Untuk Amanda Karya Annisa Ihsani

This research aims to analyze self-efficacy regarding the anxiety of the main character in the novel A for Amanda by Annisa Ihsani. Using four sources of self-efficacy with the psychological approach of Albert Bandura's social cognitive theory. The research method used is a qualitative descriptive method. Data collection was carried out using note-taking techniques and literature study. The results of this research reveal the self-efficacy of the main character (Amanda) through four sources of self-efficacy, namely experience of success (enactive attainment), indirect experience (vicarious experience), verbal persuasion (verbal persuasion), and physiological state (physiological state). These sources of self-efficacy provide conclusions regarding the efficacy of the main character (Amanda).

“It is more than the average parent goes through”: using the experiences of Australian parents of dyslexic children to draw a distinction between advocacy and allyship

ABSTRACT Parents of dyslexic children often take on additional parental responsibilities as they seek to ensure fair and equitable access to education for their children. Often framed as advocacy, this paper explores the ways in which the term allyship may be well placed to represent the complex primary adjacent and vicarious disability experiences parents of dyslexic children have within schools. Drawing on interviews with 10 Australian parents, this study found that parents of dyslexic children felt they took on additional responsibilities to support their children within the school context and externally. This paper contributes a conceptual lens for viewing these activities as a form of allyship, rather than traditional understandings of advocacy. Findings highlight the need for greater recognition and understanding of the extensive responsibilities assumed by parents of dyslexic children and the ways in which their allyship roles within school settings can impact them.

Evaluation of Vicarious Somatosensory Experience in Diabetes Mellitus: Bases for Empathy and Social Cognition.

Diabetes Mellitus (DM) is a common metabolic disorder with negative impacts on brain functions. Social cognition and vicarious experience impairments are features of DM. This research aimed to estimate the social cognition and vicarious experience among Jordanian people with diabetes. Cognitive abilities were assessed using the Vicarious Pain Questionnaire (VPQ) and the Mirror Touch Questionnaire (MTQ). Data on disease history, medications, routine laboratory measurements, and anthropometric indices. Patients had lower pain responses and intensity scores, and higher unpleasantness scores than the control group (p < 0.05). Most of the VPQ and MTQ measures were mainly impaired among study participants who had higher education, were not practicing exercises, and were not consuming healthy diets (p < 0.05). The number of responses to the VPQ and average pain intensity were negatively correlated with age and positively correlated with both the serum aminotransferase (AST) concentration and the serum urea concentration (p < 0.05). The average unpleasantness score was positively correlated with the duration of therapy, serum creatinine, and albumin concentrations (p < 0.05). The final regression models for the number of pain responses and localized-generalized included group, practicing exercise, and AST, while the model for the average pain intensity included only the grouping variable. The model for average unpleasantness included grouping, AST, Albumin, consuming a healthy diet, and duration of therapy. The Jordanian diabetic patients who participated in the study had impaired social cognition and vicarious experience. A healthy lifestyle had a significant effect on the scores of the vicarious experience in addition to the level of education. Despite being the first study in Jordan to assess vicarious experience in DM, further studies are needed considering imaging and electrophysiological workup. Besides, further prospective studies are needed to determine the significance of the current study.