Article

Generalized Self-Efficacy, Holland Theme Self-Efficacy, and Academic Performance

August 2002
Journal of Career Assessment 10(3):301-314

DOI:10.1177/10672702010003002

Authors:

Iowa State University

The relations between generalized self-efficacy, confidence for the six Holland themes, and academic performance as measured by ACT scores and GPA were examined separately for female and male college students. It was predicted that for both women and men, generalized self-efficacy would be more strongly related to the average of confidence scores for the six Holland themes than to confidence for any single Holland theme. In addition, it was predicted that all forms of self-efficacy would be related to academic performance. Findings revealed a particularly strong relation between generalized self-efficacy and Investigative and Enterprising confidence for both women and men; in addition, for men, generalized self-efficacy was strongly related to Conventional confidence as well. ACT score was related to Investigative confidence for both men and women but not to generalized self-efficacy or confidence for the other Holland themes. However, GPA showed no substantial relations with either form of self-efficacy.

The gendered nature of career related learning experiences: A social cognitive career theory perspective

Article

Oct 2006

The learning experiences questionnaire (LEQ; Schaub & Tokar, 2005) was used to examine learning experiences as they relate to SCCT (Lent, Brown, & Hackett, 1994) across the Holland (1997) RIASEC typology. In particular, differences in men’s and women’s career related learning experiences were examined. A sample of 319 undergraduates at a public Midwestern university completed an online survey. Gender differences were observed in reported levels of some learning experiences; similar to prior findings for self-efficacy and interests, women reported more learning experiences in the Social domain, and men reported more experiences in the Realistic and Investigative domains. Results also supported that more reported learning experiences in a given domain relate to higher self-efficacy and outcome expectations in that domain.

Ability Self-Estimates and Self-Efficacy: Meaningfully Distinct?

Article

Oct 2010
MEAS EVAL COUNS DEV

Conceptual differences between self-efficacy and ability self-estimate scores, used in vocational psychology and career counseling, were examined with confirmatory factor analysis, discriminate relations, and reliability analysis. Results suggest that empirical differences may be due to measurement error or scale content, rather than due to the meaningful reasons of frame of reference or language.

African American Adolescents’ Academic Persistence: A Strengths-Based Approach

Article

Full-text available

May 2013
J YOUTH ADOLESCENCE

African American adolescents are faced with the challenge to be successful academically, even though they may experience racial discrimination within school settings. Unfortunately, relatively little scholarship explores how African American adolescents draw on personal and cultural assets to persist and thrive in the face of discriminatory experiences. Additionally, little research has explored the buffering role of assets (e.g., racial pride, self-efficacy, and self-acceptance) on the relationship between school-based racial discriminatory experiences and the academic persistence of African American adolescents. Participants in the current study included 220 (58 % girls) socioeconomically diverse African American adolescents. Latent class analysis was utilized to identify clusters based on participants' racial pride, self-efficacy, and self-acceptance. Three cluster groups were identified. The majority of the students belonged to the average group in which adolescents reported average levels of the three study assets. Adolescents in the higher group reported higher assets relative to their peers in the study and those in the lower group reported lower strength-based assets relative to their peers. Results indicated that school-based racial discrimination was associated with lower levels of academic persistence. Additionally, adolescents in the higher assets group reported higher academic persistence in comparison to the average and low group. Our model reflected a promotive but not protective influence of adolescents' assets on their academic persistence.

Self-efficacy at Workplace: Validation of Spanish Versions of Occupational Emotional, Social, and Task Self-efficacy scales

Article

Full-text available

Apr 2022
RACC

Self-efficacy is one of the most important resources in the workplace. We adapted “Occupational Emotional, Social, and Task Self-efficacy at Work scales” to Argentinian employees providing new validity evidence of the cross-cultural equivalence. 771 Argentine employees participated of both genders (58% women), aged between 18-76 years (M = 31.18; SD = 10.95), and 55% of the participants had an incomplete university education level. Data were collected using a “Spanish version self-efficacy at work scales” and “Professional Self-Efficacy Questionnaire”. Exploratory Factor Analysis have found a three-factor structure explaining the 38% of the variance of self-efficacy at workplace. However, confirmatory factor analyses have demonstrated that the four-factor solution presents a better fit (CFI = .986; RMSEA = .028; SRMR = 0.057). The Spanish version of the self-efficacy scale maintains the same original structure and demonstrate adequate reliability and validity for Argentinian workers. Implications for future organizational research and practice are discussed.

Understanding Latino/a/x Students’ Academic Success at a Hispanic-Serving Institution: The Significance of Personal Dispositions

Article

Sep 2022

This study examines whether racial/ethnic differences in personal dispositions, such as self-efficacy, cultural orientation, habitual explanations for good or poor academic outcomes, and age (as an index of life experience) exist among students enrolled in a general education course at a Hispanic-serving institution (HSI). Furthermore, the study examines the extent to which such dispositions may contribute differently to the academic success of students at such an institution depending on their race/ethnicity. Although the study uncovered only minor racial/ethnic differences in student dispositions, dissimilar patterns of contributions to course-specific performance and cumulative performance (as measured by grade point average) were observed for Latino/a/x/Hispanic and White students. Taken together, these findings suggest the importance of assessing the contribution of variables to academic success above and beyond the mere measurement of group differences. Applications of our findings to students at minority-serving institutions are discussed.

Work-family balance self-efficacy and work-family balance during the pandemic: A longitudinal study of working informal caregivers of older adults

Article

Feb 2022

The measures against the coronavirus disease (COVID-19) pandemic, such as lockdown, pose a major challenge to those who manage work and caregiving demands. Drawing on social cognitive theory, which emphasizes the critical role of self-referent thought and human agency in overcoming obstacles and striving toward goals, the present longitudinal study (prepandemic, during lockdown, and postlockdown) investigated work-family balance self-efficacy (WFBSE) and work-family balance (WFB) among working informal caregivers of older adults (i.e., those who manage paid work and informal eldercare) during the COVID-19 pandemic (N = 132). As hypothesized, prepandemic WFBSE was positively associated with the level of WFB during lockdown. Prepandemic WFBSE also mitigated the relationship between perceived work demands and WFB as well as the relationship between perceived difficulty to use technology for caregiving and WFB during lockdown. Prepandemic WFBSE, however, did not buffer the relationship between perceived caregiving demands and WFB and the relationship between perceived difficulty to use technology for work and WFB. We also observed that WFB during lockdown was associated with increased postlockdown WFBSE. Collectively, our research reiterates the relevance and utility of self-efficacy in the crisis context and provides empirical evidence for the proposition that positive changes may occur in the face of adversity. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Linking Female College Students’ Causal Attribution Habits, Cultural Orientation, and Self-Efficacy: A Study on Cross-National Differences

Article

Full-text available

Jan 2022

The present research concerns the extent to which explanations for desirable or undesirable academic outcomes (grades) as well as cultural orientation could account for self-efficacy beliefs of female undergraduate students from two societies with dissimilar cultural traditions. The United States of America (U.S.) was selected for its individualistic culture, whereas the Kingdom of Saudi Arabia (KSA) was chosen for its mix of traditional collectivist and individualistic values. A matched-pairs design ensured that students’ self-efficacy levels were equated between cultural groups (n = 560; 280 matched pairs). The research uncovered cultural differences in the choice of explanations and in the extent to which explanations might contribute to self-efficacy beliefs. These findings represent a blueprint for informing instructional interventions intended to effectively prepare students from different cultures for academic success.

Thinking from the Individual - Vocational and Educational Guidance in Science and Practice (Vom Individuum her denken - Berufs- und Bildungsberatung in Wissenschaft und Praxis)

Book

Full-text available

Dec 2021

Vorwort Der vorliegende Sammelband würdigt die Verdienste von Professor Dr. Bernd-Joachim Ertelt. Seit über fünf Jahrzehnten engagiert er sich in beeindruckender Weise im Bereich der Berufsberatung. Er hat in dieser Zeit in der akademischen Lehre und Forschung nicht nur auf nationaler und internationaler Ebene Maßstäbe gesetzt, sondern auch die Entwicklung der Hochschulen der Bundesagentur für Arbeit (BA) – insbesondere in den Beratungswissenschaften – maßgeblich mitgestaltet und geprägt. So war es ihm trotz curricularer und organisatorischer Wandlungen immer ein besonderes Anliegen, die Studiengänge wissenschaftlich auszurichten, das interdisziplinäre Denken und Handeln bei den Studierenden zu fördern und die Hochschulen auf internationaler Ebene „salonfähig“ zu machen. Dabei war es ihm immer wichtig, den lebendigen Dialog zwischen Theorie und Praxis zu fördern. Sein weit gefächertes Netzwerk, seine Forschungs- und Entwicklungsprojekte sowie seine Publikationen und fachwissenschaftlichen Vorträge finden bis heute im In- und Ausland viel Anklang und Beachtung. Ein von ihm oftmals zitierter Grundsatz in der Berufsberatung lautet „vom Individuum her denken!“. Dieser Grundsatz war auch für uns als Herausgeber leitend bei der Anfrage der Autorinnen und Autoren: sich in die Lage von Bernd-Joachim Ertelt hineinzuversetzen und zu überlegen, welche Themenbeiträge ihm Freude bereiten könnten, selbstverständlich gespickt mit einer persönlichen Note der Autorinnen und Autoren. Die einzelnen Beiträge sind somit als persönliche Widmungen zu verstehen, die sich an den Jubilar richten. Der Sammelband beinhaltet insgesamt 40 deutsch-, englisch- und französischsprachige Beiträge und ist in drei Hauptteile gegliedert. Im ersten Teil stehen Theoretische Aspekte der Berufs- und Bildungsberatung im Vordergrund: Der Sammelband beginnt mit einem Beitrag von William E. Schulz, der sich mit ethischen Grundsätzen der Berufsberatung beschäftigt. Manfred Hofer und Anne Seifert greifen das Thema „Beratungssituationen als schlecht strukturierte Probleme“ auf. Vorgeschlagen wird ein Konzept der Theorie-Praxis-Reflexion, das an einem Fall der Berufsberatung demonstriert wird. Klaus Beck geht in seinem Beitrag der Frage nach, für welche Art von Theorien in der Praxis beruflicher Beratung handlungsunterstützender Bedarf besteht. Unterschieden und exemplarisch gekennzeichnet werden dabei vier Ebenen der Aggregation: Individual-, Interaktions-, Entsprechungs- und Systemtheorien mit ihrer spezifischen formalen Struktur. Jean-Luc Bernaud erörtert den Nutzen des Konzepts „Bedeutung der Arbeit für die Unterstützung von Arbeitsuchenden“. Dabei werden u. a. Methoden vorgestellt, die zur beruflichen Wiedereingliederung beitragen. Christiane Schiersmann und Marcus B. Hausner setzten sich mit dem Thema „Komplexitätskompetenz als zentrales Element beraterischen Handelns“ im Sinne einer Bestandsaufnahme und eines Ausblicks auseinander. Auf der Basis eines performanzorientierten Kompetenzverständnisses werden dabei verschiedene Ausgestaltungen des Konstrukts der Systemkompetenz analysiert. Sergey Barkov befasst sich in seinem Beitrag mit der Bedeutung der Attraktivität als persönliche Eigenschaft von Mitarbeiterinnen und Mitarbeitern in der postindustriellen Gesellschaft. Hier wird insbesondere die Rolle des Bloggers hervorgehoben. Marc Schreiber beschäftigt sich mit den Folgen einer disruptiven Arbeitswelt und diskutiert die Rolle der Berufs-, Studien- und Laufbahnberatung (BSLB) in einer Welt, die von einem bedingungslosen Grundeinkommen gekennzeichnet ist. Dorota Kornas-Biela stellt die Ergebnisse einer Studie zum Thema „Mentoring im Bildungsprozess – die Notwendigkeit eines personalistischen Ansatzes“ dar. Angela Ulrich betont in ihrem Beitrag, dass die Konstrukte Stress und Coping systematische Beiträge zum Verstehen der Berufswahlphase leisten können. So wird erörtert, welche Bedeutung diese für die Berufsberatung haben können. Adam Biela befasst sich mit der Arbeitsplatzanalyse und deren Bedeutung, u. a. für die Arbeitsorganisationen und die Bewerberauswahl. Überlegungen und praktische Empfehlungen der European Questionnaire for Job Analysis werden in diesem Kontext übernommen und vorgestellt. Roland Dincher zeigt die Bedeutung eines partizipativen Ansatzes der Personalentwicklung auf und betont, dass die Einbeziehung der Mitarbeiter*innen in die Planung von Personalentwicklungsmaßnahmen sowie die Berücksichtigung ihrer individuellen Anforderungen für den Laufbahnerfolg unerlässlich sind. Bohdan Rożnowski und Paweł Kot setzen sich mit der Selbstwirksamkeit in der Berufs- und Laufbahnberatung auseinander und definieren hierzu einen multidimensionalen Ansatz, der auf der Basis des „Teczowy-Modells der Karriere“ von D. Super bezüglich seiner Nützlichkeit bewertet wird. Im zweiten Hauptteil des Sammelbands wird auf Entwicklungen in der Berufs- und Bildungsberatung Bezug genommen; hier stehen ausgewählte Ergebnisse von Forschungs- und Entwicklungsprojekten sowie Werkstattberichte im Vordergrund. Caroline Arnoux-Nicolas geht der Frage nach, weshalb es wichtig ist, den Sinn der Arbeit und den Sinn von Übergangsphasen in der Beratungspraxis anzusprechen. Sie beantwortet diese Frage anhand einer konkreten Fallanalyse. Rebeca García-Murias und Peter C. Weber befassen sich mit den Vorteilen und Initiativen der Berufsbildung nach dem Modell der dualen Berufsausbildung (Work-Based-Learning), das inzwischen auch im europäischen Ausland zunehmend etabliert wird. Jenny Schulz diskutiert den Zusammenhang von Berufsinteressen, überfachlichen Kompetenzen, Stressbewältigungsstrategien und beruflichen Entscheidungsverhalten bei jungen Arbeitslosen und zeigt die Ergebnisse ihrer empirischen Untersuchung auf. Bernhard Jenschke beschreibt die Bildungs- und Berufsberatung als ein internationales Politikfeld zur Erreichung sozialpolitischer und ökonomischer Ziele sowie die Rolle von internationalen Vereinigungen und Netzwerken. Zudem hebt er gegenwärtige Trends in der Bildungs- und Berufsberatung hervor. Andreas Frey, Paulina Jedrzejczyk, Jens-Rüdiger Olesch und Jendrik Petersen befassen sich mit der Berufsorientierung aus der Perspektive der Generation Z und liefern erste Impulse für eine nachfrageorientierte Berufsberatung, u. a. mit Bezug auf die einzusetzende IT-Unterstützung. Jean-Jacques Ruppert stellt die Ergebnisse einer Studie dar, die die Selbsteinschätzung der Einstellungen von Studierenden eines Beratungsstudiengangs an der Hochschule der Bundesagentur für Arbeit (HdBA) zu ausgewählten Aspekten der sozialen Gleichheit und Gerechtigkeit beinhaltet. Rainer Thiel skizziert in seinem Beitrag die Entwicklung von lebensbegleitender Beratung für Bildung, Beruf und Beschäftigung (Lifelong Guidance) in den letzten Jahrzehnten und geht dabei auf die gegenwärtigen Schwierigkeiten und Herausforderungen für eine gelingende Umsetzung in Deutschland ein. Caroline Tittel betrachtet das individuelle Entscheidungsverhalten jugendlicher Berufswähler*innen anhand des Konzepts der schnellen und sparsamen Heuristiken von Gigerenzer und des 2-Systeme-Modells von Kahneman und zeigt auf, wie diese Erkenntnisse für die berufliche Beratung junger Menschen genutzt werden können. Inna Kolodeznikova beschreibt in ihrem Beitrag die Programme, die derzeit in Russland zur beruflichen Umschulung älterer Arbeitnehmer*innen auf staatlicher und regionaler Ebene durchgeführt werden und betont dabei die Notwendigkeit, ältere Menschen aus demografischen Gründen aktiver in den russischen Arbeitsmarkt einzubeziehen. Czesław Noworol befasst sich mit der Berufswahl auf der Grundlage beruflicher Interessen und Entscheidungsheuristiken. Seine Forschungsergebnisse zeigen, wie hiermit künftig die Berufsorientierung und Berufsberatung junger Menschen unterstützt werden können. Michael Kühn stellt die Beratungsentwicklungen in der BA aus aktueller personalpolitischer Sicht vor und fokussiert insbesondere die Lebensbegleitende Berufsberatung – vor und im Erwerbsleben – sowie die damit verbundenen Personalplanungen der BA bezüglich Stellenzuwachs und Qualifizierung von Beratungskräften. Dagva-Ochir Bumdari, Tumennast Gelenkhuu, Bazarvaani Khishignyam, Munkhbat Sonomdarjaa, Batbaatar Monkhooroi und Sara Galbaatar verdeutlichen die Notwendigkeit eines professionellen Berufsberatungssystems in der Mongolei für ein Land „im Umbruch“ und schildern die Zusammenarbeit zwischen der National University of Mongolia (NUM) und der HdBA (Campus Mannheim) bei der Entwicklung und Umsetzung des Masterstudiengangs „Career Studies“. Antoni Wontorczyk befasst sich mit dem Zusammenhang zwischen Berufung und menschlichen Dispositi�onsmerkmalen, insbesondere mit den Merkmalen von Temperament und Charakter, dargestellt anhand einer empirischen Untersuchung. Wioleta Duda, Joanna Górna und Daniel Kukla zeigen in ihrem Beitrag auf, wie bewährte Erfahrungen der deutschen (lebensbegleitenden) Berufsberatung in Polen als Good Practices genutzt werden können, um den künftigen Herausforderungen auf dem polnischen Arbeitsmarkt zu begegnen. Karen Schober und Barbara Lampe berichten über die Ergebnisse eines abgeschlossenen ERASMUS+-Projektes (Qual-IM-G), in welchem auf Basis einer vergleichenden Analyse europäischer QS-Systeme Gelingensbedingungen für eine erfolgreiche Implementierung untersucht und Tools zur Unterstützung einer erfolgreichen Umsetzung entwickelt worden sind. Grzegorz Sikorski stellt ein im Rahmen des ESF finanzierten Projektes vor, in dem unter Verwendung des Fallmanagement-Ansatzes ein Verfahren für die Arbeit mit Kundinnen und Kunden mit Behinderung für die Arbeitsverwaltung der Region Woiwodschaft entwickelt und umgesetzt werden konnte. Bettina Rademacher-Bensing befasst sich mit der Beratung von Jugendlichen in Zeiten der Pandemie. So belegt ihr Werkstattbericht, dass durch die telefonische Beratung einer Agentur für Arbeit während der Corona-Pandemie Beratungsfortschritte erzielt werden können, wenn Berater*innen und Ratsuchende sich auf den auditiven Kanal einlassen. Franz Egle schildert das Modell „BerufsHochschule“, ein innovatives Bildungsmodell, das an der Hochschule der Wirtschaft für Management (HdWM) mit drei Berufsschulen und der IHK Rhein-Neckar umgesetzt worden ist. Dabei steht die enge Verzahnung des gehobenen Segmentes der beruflichen Ausbildung mit dem anwendungsorientierten Segment der Hochschulbildung im Fokus. Roman Kondurov befasst sich mit der Internationalisierung im Hochschulbereich und legt anhand von Beispielen dar, mit welchen Aktivitäten die HdBA die internationalen Kompetenzen der Nachwuchskräfte der BA gezielt fördert. Munkhbat Tegshbuyan, Nergui Doljin, Bazarvaani Khishignyam, Dagva-Ochir Bumdari, Bishkhorloo Boldsuren und Tumee Tsendsuren setzen sich mit der Umsetzung von Regierungsbeschlüssen in der Mongolei an allgemeinbildenden Schulen während COVID-19 und den damit verbundenen psychologischen Folgen für Schüler*innen auseinander. Sie berichten über die Ergebnisse einer empirischen Untersuchung, in die Schüler*innen der Sekundarschule, Eltern und Lehrer*innen eingebunden wurden. Jürgen Seifried, Alexander Brodsky und Gerald Sailmann beschäftigen sich mit der Kompetenzentwicklung in dualen Studiengängen, insbesondere mit den Effekten von Praxisphasen. Vor diesem Hintergrund werden die Praxisphasen zweier dualer Bachelor-Studiengänge an der Hochschule der Bundesagentur für Arbeit (HdBA) näher analysiert und ein Überblick über das Forschungsprojekt gegeben. Lena Holder stellt in ihrem Beitrag die Ergebnisse des ERASMUS+-Projektes AMICO dar und betont die Relevanz der interkulturellen Kompetenz in der Beratung, um im Zuge der Arbeitskräftemobilität ratsuchende Individuen auf das Zielland vorzubereiten. Der dritte Teil des Bandes beinhaltet persönliche Worte bzw. Erinnerungen, die an den Jubilar gerichtet sind. Peter C. Weber skizziert ausgewählte Forschungs- und Lehrschwerpunkte von Bernd-Joachim Ertelt und zeigt auf, wie diese in einem aktuellen gemeinsamen Forschungsprojekt zur Entwicklung einer KI-Anwendung für die berufliche Beratung konsequent zusammengeführt werden. Jean Guichard befasst sich mit Konzepten für die Organisation von Dienstleistungen und Interventionen zur Unterstützung der aktiven Lebensgestaltung und würdigt in diesem Zusammenhang Bernd-Joachim Ertelt, der – inspiriert von Hegel – einen ganzheitlichen, zukunftsweisenden Ansatz der Laufbahngestaltung entwickelt hat. Laura Gressnerova gibt einen Rückblick auf die über 20-jährige Zusammenarbeit im Rahmen von EU-Projekten, die gemeinsam erzielten Erfolge sowie die Wesensmerkmale des Jubilars, die dazu beigetragen haben, die Qualifizierung von Beratungskräften – insbesondere durch die Konzeptionierung und Umsetzung von Curricula auf der Basis internationaler Standards – weiterzuentwickeln. Hans-Joachim Bauschke schildert die Entwicklung an den Hochschulen der BA seit Anfang der 70er-Jahre, die Rolle von Bernd-Joachim Ertelt bei der Etablierung der Beratungswissenschaften als akademisches Lehrfach sowie die Bedeutung der Rechtswissenschaften für die Qualifizierung von Beraterinnen und Beratern. Joanna Górna fasst anhand ausgewählter Stationen die über 30 Jahre bestehende Zusammenarbeit zwischen der Jan-Długosz-Universität in Częstochowa (UJD) und der Hochschule der BA (Mannheim) zusammen und würdigt hierbei die Verdienste von Bernd-Joachim Ertelt bei der Etablierung von Studiengängen, der Organisation von Studierenden-Mobilitäten sowie den kooperativen Forschungs- und Entwicklungsaktivitäten. Michael Scharpf gibt einen Rückblick auf ausgewählte internationale Projekte, die gemeinsam mit Bernd-Joachim Ertelt in den letzten zehn Jahren im europäischen und außereuropäischen Kontext initiiert, begleitet und geleitet worden sind. Darüber hinaus wird ein Ausblick auf ein künftiges Projektvorhaben (DIGIGEN) gegeben. Die Herausgeber danken zuvorderst den Autorinnen und Autoren aus Deutschland, Frankreich, Kanada, Luxemburg, Mongolei, Polen, Russland, Schweiz, Slowakei und Spanien für ihre Bereitschaft, sich an diesem Sammelband zu beteiligen. Wir sehen darin ein sehr positives Signal für die weitere Intensivierung unserer bisherigen – sehr konstruktiven – Zusammenarbeit, die sicherlich noch viele Herausforderungen für die Beratungsforschung und Beratungspraxis bereithält. Wir möchten jedoch unseren Dank auch all denen aussprechen, die uns bei den redaktionellen und administrativen Arbeiten unterstützt haben. Nicht nur dem Jubilar, sondern auch der interessierten Fachöffentlichkeit wünschen wir viel Freude beim Lesen der vorliegenden Publikation. Michael Scharpf Andreas Frey Mannheim im Dezember 2021

What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

Article

Full-text available

Jul 2021

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

THE RELATIONSHIP BETWEEN PLAYING SPORTS AND SELF-EFFICACY IN PEOPLE WITH DISABILITIES

Article

Full-text available

Nov 2020

elf-efficacy is an assessment of an individual's own ability to organize and perform certain actions necessary to achieve the desired outcomes, and its development is very important. The research aimed to determine whether participation in sports and success in playing sports are associated with more pronounced self-efficacy in people with disabilities, and included two studies. The aim of the first study was to examine the differences in self-efficacy between those who play sports (goalball) and those who do not play sports on a sample of people with visual impairment, as well as whether this difference exists between goalball players of different levels of performance. The aim of the second study was to examine the existence of differences in self-efficacy between wheelchair basketball players and non-wheelchair basketball players. The Generalized Self-Efficacy Scale consisting of ten statements was used as the measuring instrument and the respondents stated how much each item refers to them on a five-point Likert-type scale (from 0 to 4). In data processing the statistical method of the t-test, univariate analysis of variance (One way ANOVA), as well as the Post-Hoc test, were used. The results show that people with disabilities who play sports have more pronounced self-efficacy compared to those who do not play sports, as well as compared to athletes without disabilities. Statistical differences in self-efficacy between athletes with disabilities of different levels of performance have not been identified.

LEVEL BERPIKIR GEOMETRI DAN EFIKASI DIRI MAHASISWA MELALUI PEMBELAJARAN MODEL VAN HIELE BERBANTUAN ICT

Thesis

Jan 2021

Eyus Sudihartinih

Internships and occupational self-efficacy: Impact and gender differences

Article

Jan 2021

This research examines self-efficacy and internships. The purpose is to uncover if internships impact a student’s occupational self-efficacy and if there are gender differences in the effect of an internship on self-efficacy? Over a period of 1 year, pre- and post-surveys were sent to college juniors and seniors working in internship positions for academic credit at a Mid-Atlantic public university. The findings have salient strengths, extending the understanding of the relationships between internships, gender, and occupations self-efficacy. Findings reveal that internships had a positive impact, but that gender differences were present in the effect of the internship.

Family Closeness, Social Physique Anxiety and Sexual Coercion as Determinants of Academic Self-Efficacy Among Female Undergraduate Students in a Nigerian University

Article

Full-text available

Jul 2020

Florence Ugoji

Study of Decision-making Skill of +2 Students in Relation to their Self-Regulation, Self-Efficacy and Satisfaction with School

Article

Full-text available

Jun 2020

This study was conducted to investigate effects of single variables (A. self efficacy, B. self regulation and C. satisfaction of students with school) on skill of decision making of twelfth grade students and also their two order and three order interaction effects on decision making. Null Hypotheses were framed for each effect. The sample comprised of 515 students chosen from representative CBSE affiliated secondary schools of district Roopnagar, Punjab. An ex post facto design of the study led to an analysis of data through a statistical technique of 3x3x3 ANOVA substantiated by t-test. A brief summary of findings was as follows: Main effects of all three independent variables A, B, C, were found to be significant at the .01 level of confidence indicating strong influence of each of these variables on skill of decision making. Out of the three two order interactions, only AxC was found to be significant at the .05 level of confidence and those of AXB and BXC were not found to be significant even at the .05 level of confidence. This indicated that AXC interacts to result into differences in means scores of decision making of various combination groups due to AXC only. The three order interaction of AXBXC was also found to be significant at the .05 level of confidence, which led to conclude that combination groups due to this interaction effect resulted in differences in decision making by twelfth graders.

Factors affecting the Academic Performance of university students residing in Student Housing Facility

Article

Apr 2018

Student housing facility (SHF) has been considered as an indispensable part of the facilities offered by higher education institutes today. This study is conducted to find out the impact of satisfaction generated from student housing facility and social support on their stress level, self-esteem and self-efficacy. The major focus of the study is to investigate the impact of above mentioned factors on students academic performance. Study also shows the gradual changes in these factors that come with each semester. A cross-sectional survey is conducted through questionnaires. Targeted population consists of all the girls of bachelor programs residing in Fatima Jinnah Girls Hostel of COMSATS Institute of information Technology, Lahore. A sample of 200 students is selected through systematic random sampling. Some of the results are consistent with literature while some of them show contradictory results. Further research can be conducted to investigate those results further. This study is a contribution towards literature as few studies are conducted on student housing facilities in the context of Pakistan.

Mindfulness and self-efficacy in pain perception, stress and academic performance. The influence of mindfulness on cognitive processes

Article

Full-text available

Jul 2019

Purpose: This study seeks to understand the mediating effects of mindfulness on self-efficacy, academic performance and ability to cope with pain. It further examines the effect of mindfulness on the capacity to cope with pain-induced stress. Whilst there are physiological changes which occur due to mindfulness, it is still not clearly understood how the mechanisms behind mindfulness work or whether the role of self-efficacy is an agent of mindfulness which may impact on performance and stress coping. Participants and methods: A three-part study (n=92) was conducted to test the relationship between mindfulness, self-efficacy and well-being factors, alongside academic performance in university students. Part one involved data collection one month prior to an experiment where trait scores for all factors were used to check pain and well-being behaviors. Part two consisted of participant randomization into three intervention groups (control, sham, mindfulness) and then an exposure to a fear induction task followed by cognitive tasks. The third part consisted of investigating the effect of a short mindfulness intervention on self-efficacy, pain and well-being in students. Results: The results indicate that self-efficacy had a positive effect on well-being factors (study 1 & 3) and in the experiment (study 2). Conclusion: Self-efficacy influenced pain intensity and pain unpleasantness and significantly predicted academic performance. Mindfulness had mixed results in how it influenced self-efficacy. While it influenced well-being and lowered stress (study 1 & 2) in the long term, the mindfulness intervention significantly decreased self-efficacy.

Development and validation of a measurement scale for self-efficacy for farmers’ mastitis prevention in dairy cows

Article

Mar 2019
PREV VET MED

The purpose of this study was twofold. First, we developed and validated the domain-specific Mastitis Prevention Self-Efficacy scale (MPSES), derived from developing a corresponding scale for the General Self-Efficacy Scale and consisting of 10 items describing dairy farmers’ feelings of confidence about being able to prevent, reduce and control mastitis, a common infection of the udder. Second, farmers’ cognitive assessment of mastitis was used in order to explore the correlation of general and domain-specific self-efficacy. The MPSES was completed by a sample of Swedish fulltime dairy farmers (n = 290) through an online questionnaire. The instrument was found to possess good reliability (Cronbach's alpha α = .90) and correlated well with the S-GSE (r.62). Medium effects was identified by a correlation between the MPSES and farmers’ cognitive assessment of time-line (r = 0.3, p < 0.001), and small effects for cure/control (r = .12, p < 0.05) as well as for aspects related to cause (r = .17–.28, p < 0.001) of mastitis. The potential usefulness of this scale in the dairy industry is discussed.

Analysis of students’ self efficacy reviewed by geometric thinking levels and gender using rasch model

Article

Jan 2019

Self-efficacy, geometric thinking levels and gender are important. The Rasch model is an Item-Response Theory (IRT) that provides alternative measurements to assess the quality of the reliable and valid measurement. The study was aimed at obtaining an overview of the analysis of students’ self-efficacy reviewed by geometric thinking levels and gender using the Rasch model. The study was set as a one-shot case study type of pre-experimental design that involved students in the third semester of Mathematics Education program consisting of 23 women and 6 men at one university in Indonesia. The study employed two data collection instruments that cover a level of geometric thinking test by the CDASSG Project proposed by Usiskin and a Likert scale questionnaire to see self-efficacy from which the data were then analysed by using Rasch model. The analysis of geometric thinking levels indicated that students’ geometric thinking levels are in the first three levels and the results of statistical tests showed that there was a relationship among self-efficacy, gender and geometric thinking levels of students although it was not significant. The measurement results of the Rasch model for checking instruments and the results proved that the items (statements) used were reliable and acceptable for measuring students’ self-efficacy.

Hispanic Students’ Sense of Control in Relation to Post-Secondary Enrollment Outcomes

Article

Full-text available

Feb 2019

U.S. Hispanics are the fastest growing minority population pursuing post-secondary education, yet their bachelor degree attainment lags behind other ethnic–racial groups. Previous work supports the theory that having a high locus of control (LOC) can enable persistence in challenging post-secondary settings. We examine LOC as a potential mitigate against low college enrollment, and hypothesize that Hispanic students’ capability to enroll in post-secondary institutions (e.g., community college, 4-year colleges), in the face of personal, academic, and financial challenges, is likely predicated on their belief that they control their academic futures. We modelled college enrollment using a path-model using a generalized structural equation modeling (GSEM) approach. Our findings indicate that LOC decreases the likelihood of Hispanic students’ post-secondary enrollment. This work advances the current state of knowledge on how we understand Hispanic students’ transition to college, and informs the development of potential interventions supporting the academic success of this growing and significant community.

El Proceso de Enseñanza-Aprendizaje en la Universidad

Book

Full-text available

Apr 2010

Adaptación del Cuestionario de Autoeficacia Profesional (AU-10) a la población de trabajadores cordobeses

Article

Full-text available

Jun 2012

Objective. In this study a series of studies to evaluate the psychometric properties of the Professional Self-Efficacy Questionnaire (AU-10) were carried out in the population of workers of Córdoba. Method. An instrumental study was carried out in which 684 workers from Córdoba participated. The answering process was evaluated, evidence of internal structure was provided by applying an exploratory and confirmatory factorial analysis, internal consistency was examined using Cronbach's a coefficient, a study of convergence was carried out using the summarized Work Self-Efficacy Questionnaire, and groups were contrasted according to the sex and age of the participants. Results. A single underlying factor was found, which explained 53.45% of the variance of the test, this being made up of homogenous items (a=.88). After some re-specifications to the initial model, an acceptable fit was found in the confirmatory factorial analysis (X² = 135.92; p

The Role of English Proficiency Level, Personal and Affective Factors in Predicting Language Preparatory School Students’ Academic Success

Book

Full-text available

May 2014

This study investigated the role of demographic factors, English proficiency level, personal and affective factors in predicting English language preparatory school students’ academic success. Participants of the study were 415 English language preparatory school students (158 pre-intermediate level, 158 intermediate level and 99 upper-intermediate level students) from a public university in Turkey. The demographic information form, College Learning Effectiveness Inventory and Affective Characteristics Questionnaire were used as data collection instruments. Multiple regression was utilized to analyze data. The results indicated that 53 % of the total variance was explained by the model. Among the predictor variables, English proficiency level, classroom communication, stress and time press, and English self-concept were found to be significantly related to language achievement. The findings showed that students who had high English proficiency level, better communication skills within the class, high English self-concept and felt more stressful achieved higher scores in English Proficiency Exam.

Mehanizmi suočavanja sa stresom, optimizam i generalna samoefikasnost kao prediktori psihofizičkog zdravlja

Article

Jun 2013

span>Osnovni cilj istraživanja podrazumevao je proveru prediktivne moći mehanizama suočavanja sa stresom, optimizma i generalne samoefikasnosti u odnosu na ukupan skor na Skali psihofizičkog zdravlja, koji je figurisao u svojstvu kriterijumske varijable. Isti složaj prediktorskih varijabli koristili smo u pokušaju predviđanja pojedinih aspekata psihofizičkog zdravlja koji se odnose na: poremećaj fizičkog zdravlja, strah i anksioznost, depresivne reakcije, umor, te poremećaj socijalnog ponašanja. Istraživanje je sprovedeno na prigodnom uzorku od 269 studenata Univerziteta u Novom Sadu, oba pola. Obuhvaćeni su studenti osnovnih i diplomskih studija. Radi operacionalizacije spomenutih varijabli, korišćeni su sledeći instrumenti: Skala psihofizičkog zdravlja, Life Orientation Test-Revised, kojim se meri dispozicioni optimizam, Skala opšte samoefikasnosti i Brief COPE kojim su mere operacionalizovani mehanizmi suočavanja sa stresom. Analizom faktorske strukture skale Brief COPE izdvojena su tri faktora, uvrštena u set prediktorskih varijabli: Traženje socijalne podrške, Suočavanje usmereno na problem i Suočavanje izbegavanjem. Kao značajni prediktori opšteg psihofizičkog zdravlja izdvojili su se: Suočavanje izbegavanjem (β = .24, p < .01), Optimizam (β = -.35, p < .01) i Opšta samoefikasnost (β = -.18, p < .05). Kad je reč o pojedinačnim aspektima psihofizičkog zdravlja, koji su u naknadnim analizama imali status kriterijumskih varijabli, pomenuti složaj prediktora pokazao se značajnim u predviđanju svakog pojedinačnog aspekta. Upoređujući pojedinačne doprinose prediktorskih varijabli, ustanovljeno je da se varijabilnost psihofizičkog zdravlja u svim razmatranim aspektima može objasniti razlikama u stepenu optimizma i prijemčivosti za strategiju izbegavanja.</span

The Role of Noncognitive Factors in Predicting Academic Trajectories of High School Students in a Selective Private School

Article

Jan 2016
EUR J PSYCHOL ASSESS

Compared to the vast literature on the cross-sectional relationships between cognitive and noncognitive factors and academic performance across all stages of schooling, relatively few studies have explored these relationships longitudinally at the high school level, especially in students who exhibit high academic performance. In this study, surveys of self-efficacy, locus of control, and intrinsic motivation were administered to 8,586 applicants to a prestigious private college-preparatory high school during the admissions process; simultaneously, standardized test scores (SSAT) were obtained. Enrolled and nonenrolled students were compared on prior academic performance and noncognitive measures. Further, noncognitive variables and trajectories of GPA (grade point averages) across 4 years (12 time points) were explored among the enrolled students (n = 818). The enrolled students, compared to the nonenrolled, showed advantageous scores on all measures. Also the relationships between noncognitive measures and academic performance were more weak between the enrolled than the nonenrolled students. Finally, a latent class growth analysis showed four trajectories of academic performance among the enrolled students. The only noncognitive measure distinguishing the students in different trajectories was anxiety about their own self-efficacy. The differences in the relationships between noncognitive measures and academic performance in high-achieving students in a high performance environment will be discussed.

Mediating Effect of Academic Self-Efficacy on the Relationship between Academic Stress and Academic Burnout in Chinese Adolescents

Article

Full-text available

Dec 2015

The current study investigated how academic stress, academic burnout, and academic self-efficacy relate to each other; in addition, this study examined the mediating effects of academic self-efficacy on the relationship between academic stress and academic burnout of Chinese adolescents. A total of 412 students attending third-grade from two different middle schools (ninth-grade in the United States) located in Jiading District of Shanghai participated in the final analysis. By using structural equation modeling (SEM) and the maximum likelihood estimation procedures of AMOS 20.0, the latent variable measurement models were confirmed. The results and conclusions of this study are summarized as follows. A positive correlation between academic stress and academic burnout was soundly supported by this study. Meanwhile, both academic stress and academic burnout indicated negative correlations with academic self-efficacy. The modeling indicated that academic self-efficacy has a partial mediating process and a direct effect on the relationship between academic stress and academic burnout. Thus, academic stress and academic burnout were significantly weaker when academic self-efficacy was higher. In the field of education and curriculum, these results are applicable for restructuring or developing Chinese middle school curriculum utilizing useful methods for adolescents to develop their academic self-efficacy.

Where Does It Begin? Exploring Gender Differences in Student-Athletes’ Perceptions of Entering the Coaching Profession

Article

Full-text available

Apr 2015

Aaron W. Clopton

The current study sought to trace the origin of gender disparity in the coaching landscape from student-athletes’ perceptions, framed through Social Cognitive Career Theory. To examine the cognitive-person variables in line with previous coaching and SCCT research, scales were derived for perceived social supports and barriers, perceptions of positive and negative outcome expectations, and perceived self-efficacy in coaching. Student-athletes were randomly selected online from 23 institutions across three Bowl Championship Series conferences, while data were coded into a MANCOVA. Results indicated male student-athletes reported greater levels for perceived barriers to enter the coaching profession, perceptions of positive outcome expectations, and for coaching self-efficacy than did their female counterparts. These findings suggest that gender differences within the college coaching profession may be, in part, due to perceptions formed before entry.

The role of time perspective in social cognitive career theory of interests

Article

Mar 2015
TIME SOC

Although social cognitive career theory has been tested in relation to Holland’s RIASEC types, few studies have examined the role of time perspective across RIASEC themes. Four hundred and thirty-five students participated in this study. Data were collected on the time perspective dimensions, learning experiences, self-efficacy, outcome expectations, and interests across each of the RIASEC areas identified by Holland. The findings, besides a substantial confirmation of SCCT foreknown causal relationships, indicated a significant role of present-hedonistic and future temporal perspectives in Investigative and Social areas. The results evidenced the role of time perspective among persons’ inputs influencing self-efficacy and outcome expectations in the social cognitive framework of interests’ formation.

Emotional Intelligence and Self-Efficacy: A Case of Iranian EFL University Students

Article

Mohammad Reza Hashemi

The present study aimed at investigating the relationship between EFL students' emotional intelligence and their sense of self-efficacy beliefs. The researchers of the present study set out to investigate this association based on theoretical contentions in the literature which demonstrated that self-efficacy is under the influence of several factors, one of which is the individual's emotional states. To empirically investigate the theorized relationship between self-efficacy and emotional intelligence, 97 EFL university students were selected according to convenience sampling from different universities in Iran. The participants were asked to complete the Bar-On EI test as well as the Learners' Self-Efficacy Survey. The findings of the study indicated that there is a significant relationship between EFL learners' emotional intelligence and their self-efficacy beliefs. Subsequent data analysis via regression revealed that among the components of emotional intelligence, self-actualization and stress tolerance are the positive predictors of the learners' self-efficacy. The results of the present study should encourage authorities and EFL teachers to incorporate skills and abilities associated with emotional intelligence in their curriculum and classroom activities. In so doing there is opportunity to enhance their self-efficacy, as well.

Familiarity and reflexivity in the research process

Chapter

Jan 2013

The Five-Factor Model and Career Self-Efficacy

Article

May 2007
J CAREER ASSESSMENT

The present study investigates the hypothesis that the big five personality factors could exert two kinds of effects on career self-efficacy: (a) generalized or nonspecific effects and (b) domain-specific, content-correspondence effects. The hypothesis is examined using relationships of the NEO Five-Factor Inventory to 24 distinct domains of career-related self-efficacy—confidence for the six Holland themes, 17 basic dimensions of vocational activity represented by the Expanded Skills Confidence Inventory, and career decision self-efficacy. Findings suggest generalized effects for conscientiousness and extraversion in that both correlated positively with a broad range of self-efficacy domains, while neuroticism displayed significant negative relationships with nearly all forms of career self-efficacy. Content correspondence was shown in significant correlations of openness to experience with self-efficacy for creative and intellectual pursuits. Findings are evaluated in light of recent empirical and theoretical developments relating to the integration of trait and social-cognitive perspectives.

Utilizing occupational complexity levels in vocational interest assessments: Assessing interests for STEM areas

Article

Apr 2012

With an aim to improve vocational interest assessments geared toward the Science, Technology, Engineering, and Mathematics (STEM) areas, we developed a new assessment by incorporating occupational complexity levels. Occupations which correspond to Holland's realistic and investigative themes were identified together with their complexity levels using the information in the Dictionary of Holland Occupational Codes. How the required skills, abilities, and work activities differ in occupations with different complexity levels was identified using the Occupational Information Network. Two studies (N=691 total) were conducted to assess reliability and validity of a measure of STEM Interest Complexity assessing the level of interests for STEM, which was developed based on the information obtained from these occupation databases. Construct validity was demonstrated with factor analyses and based on associations with traditional interest assessments, cognitive abilities, and theoretically-related constructs. Concurrent criterion-related validity was demonstrated based on associations with attachment to STEM, intentions to persist in and further pursue a STEM field, intentions to choose a complex occupation, college major satisfaction, and STEM-related GPA. Dominance analyses indicated that the relative contribution of the STEM Interest Complexity measure exceeded that of traditional interest assessments in the prediction of criteria. The usefulness of integrating a dimension of level and consulting occupation information databases in developing vocational interest assessments are discussed.

RENDIMIENTO ACADÉMICO Y CONTEXTO FAMILIAR EN ESTUDIANTES UNIVERSITARIOS Academic performance and the family context in college students

Article

Full-text available

A study was done with Psychology college students to examine their university and family contexts, inquiring their perceptions on the support their family provides, the problems they face within their academic process and their expectations, as well as their family's, about their careers. Data show that a relationship does exist between the support that the students perceive and their academic performance, the importance of including the family to promote

Students in context: Effects of psychological needs and environmental press on academic and life satisfaction

Article

Jan 2011

Sarah Fetter Anthoney

The purpose of the present study was to examine college student satisfaction from the need-press perspective (Murray, 1938) by revisiting the Stern (1970) measures. The obtained results indicate that psychological needs and environmental press relate in meaningful ways with interests and personality traits, and also with several types of college student satisfaction. Across 14 hierarchical regression models, the mean incremental contribution of needs beyond that of interests in the prediction of satisfaction outcomes was 14%. The mean incremental criterion validity for environmental press was 13% of the variance accounted for in satisfaction outcomes, above and beyond the contribution of interests and needs. There was a large effect of interests, needs, and press in the prediction of satisfaction outcomes, accounting for a mean of 29% of the variance in the outcome measures. The primary findings that replicated across two data sets will be summarized and interpreted in light of the hypotheses and existing literature. Overall, the use of need-press measures to examine student adjustment to academic environments may offer additional insight into the complex picture of person-environment fit that has emerged in previous research. Implications for research and practice, limitations, and directions for future research will also be addressed.

Career Self-Efficacy: Exemplary Recent Research and Emerging Directions

Article

Nov 2007
J CAREER ASSESSMENT

Nancy E. Betz

This article discusses what the author views as exemplary work illustrating important directions in research on the applications of Bandura's self-efficacy theory to career theory, assessment, and counseling. The author begins with research on measuring career self-efficacy, following which research testing the postulated behavioral consequences of career self-efficacy expectations is discussed. Notable studies of the learning experiences postulated to lead to the development of strong expectations of efficacy are reviewed. Studies of the possible relationships of efficacy expectations to parallel measures of vocational interests are included. Finally, exemplary studies applying the theory to the career development of diverse groups, studies of interventions designed to increase career self-efficacy, and new research attempting to integrate self-efficacy theory with personality constructs are included. The article is not intended as a comprehensive review of this research but rather to provide highlights of some of the excellent work being done in this area.

Do Self-Efficacy and Ability Self-Estimate Scores Reflect Distinct Facets of Ability Judgments?

Article

Jul 2008
MEAS EVAL COUNS DEV

Relations between self-efficacy and ability self-estimate scores were examined with Pearson product-moment correlations, comparison of gender differences, partial correlations, factor analysis, and hierarchical regressions. Findings from these analyses are considered to support the view that self-efficacy and ability self-estimate scores may reflect distinct facets of ability judgments. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Self-Efficacy, Stress, and Academic Success in College

Article

Full-text available

Sep 2005

This paper investigates the joint effects of academic self-efficacy and stress on the academic performance of 107 nontraditional, largely immigrant and minority, college freshmen at a large urban commuter institution. We developed a survey instrument to measure the level of academic self-efficacy and perceived stress associated with 27 college-related tasks. Both scales have high reliability, and they are moderately negatively correlated. We estimated structural equation models to assess the relative importance of stress and self-efficacy in predicting three academic performance outcomes: first-year college GPA, the number of accumulated credits, and college retention after the first year. The results suggest that academic self-efficacy is a more robust and consistent predictor than stress of academic success.

Self-efficacy students prospective teachers are reviewed from gender in analytic geometry lectures

Conference Paper

Full-text available

Dec 2022

This study aims to describe the self-efficacy of prospective mathematics teacher students in terms of gender. The design of this research is descriptive research. The subject of this research is a class of second semester students (11 male and 29 female) who are taking analytical geometry lessons in the Mathematics Education Study Program, Department of Mathematics Education at a university in the city of Bandung, Indonesia. The data collection technique in this study was through a questionnaire designed according to self-efficacy indicators and filled out via Google Form. Data analysis using Rasch model assisted by Winstep software version 4.4.6. Based on the questionnaire analysis of student answers using the Rasch model, it is known that none of the male and female students' self-efficacy is negative.

Avatar customization orientation and undergraduate-course Outcomes:Actual-self avatars are better than ideal-self and future-self avatars

Article

Sep 2022
COMPUT EDUC

Digital education tools increasingly incorporate mechanisms traditionally associated with video games, such as avatars, defined as mediated representations of human users that facilitate interactions with others. Harnessing avatars to promote behavioral change and positive outcomes—the concept of avatar-focused gamification—is underexplored within educational contexts. The present research examines the potential for instructional designers to influence students' avatar customization orientation—defined as an individual's psychological approach to creating an avatar—to improve education-related outcomes; namely, student performance, self-efficacy, and growth mindset. Results of a field experiment (N = 170) in an undergraduate course suggest that, unexpectedly, using an ideal-self or future-self avatar, compared to an actual-self avatar, was associated with slightly lower exam scores and self-efficacy, though no association was found with growth mindset. Based on these findings, we suggest that educators encourage their students to customize avatars to represent who they actually are, while researchers should continue to explore other types of avatar customization guidelines that might be beneficial for students.

Mathematics anxiety and mathematical calculation in deaf children: A moderated mediation model of mathematics self-efficacy and intelligence

Article

Jan 2022
RES DEV DISABIL

Background Previous studies have shown the relationship between mathematics anxiety and math performance in deaf students, but their inner influencing mechanism remains unclear. Aim To examine a moderated mediation model between mathematics anxiety and mathematical calculation, with intelligence as a moderator, and mathematics self-efficacy as a mediator. Methods A sample of 247 deaf children from 2 special education schools and 247 hearing children (matched in intelligence) from one mainstream school in China completed computerized tests of intelligence and mathematical calculation and self-report questionnaires of mathematics anxiety and mathematics self-efficacy. Simple mediation analyses and moderated mediation analyses were conducted using PROCESS, and a simple slopes method was employed to plot the conditional indirect effects. Results There was a significant negative correlation between mathematics anxiety and mathematical calculation, and between mathematics anxiety and mathematics self-efficacy in deaf children and hearing children. However, mathematics self-efficacy was positively associated with mathematical calculation in deaf children but not in hearing children, and the significantly negative relationship between mathematics anxiety and intelligence was observed only in deaf children but not in hearing children. Mathematics self-efficacy partially mediated the association between mathematics anxiety and mathematical calculation in deaf children; and the indirect effect between mathematics anxiety and mathematical calculation via mathematics self-efficacy was moderated by intelligence in deaf children but not in hearing children. Conclusions The results were discussed to illuminate the mechanism in relation to the practical implication for the intervention and early development of mathematics performance in deaf children.

Developing and testing the College Student Empowerment Scales for Racial/Ethnic Minorities

Article

Nov 2019

Empowerment is defined as a process by which marginalized groups gain mastery over issues of concern to them. One such population is racial and ethnic minority college students. These students experience academic disparities while simultaneously relying on higher education to facilitate more equitable social outcomes for themselves and ultimately to strengthen U.S. society for all. Nonetheless, nearly four decades after Rappaport's introduction of the empowerment construct, we still have no core constructs or measure of them for understanding and assessing the empowerment of underrepresented students on college campuses. As an initial step to understand and evaluate empowerment for this important population, this study drew from previous qualitative research to create and field‐test a quantitative measure with racial/ethnic minority college students. Exploratory factor analyses in independent samples identified 4 factors of empowerment: Self‐Efficacy/Control, University Environment, Financial Confidence, and Student Racial/Ethnic Identity. Confirmatory factor analyses illustrated relationships between factors. Findings revealed that the measure, the College Student Empowerment Scales for Racial/Ethnic Minorities (CSES), is valid and reliable. Results emphasize internalized influences on psychological empowerment through an individual's identity within empowering university and societal contexts. Future directions are discussed, including research using this measure and opportunities for intervention in universities.

Rozvoj a testovanie profesijných záujmov ako nástroj profesijného poradenstva

Book

Full-text available

Jun 2019

Marcel Martončik

Úvod Jedným z najdôležitejších rozhodnutí, ktoré musia adolescenti vykonať, je voľba povolania (Hamilton, & Krumboltz, 1969; Vondracek & Porfeli, 2003). Žiaci čelia tzv. prvej smerovej voľbe po deviatich rokoch povinnej školskej dochádzky (obvykle vo veku 15-tich rokov). Musia sa rozhodnúť medzi štúdiom na rôznych typoch stredných škôl. Mnoho žiakov (až 60% žiakov základných a stredných škôl) je v otázke voľby budúceho povolania alebo študijného odboru nerozhodnutých (Vendel, 2008), a preto vyhľadáva pomoc kariérového alebo výchovného poradcu. Kariérová nerozhodnosť sa tradične definuje ako nedostatok informácií zo sveta práce (Brown a kol., 2012; Vendel, 2008) a nedostatok informácií o vlastných preferenciách vo vzťahu k svetu práce (Gati & Tal, 2008). Poskytnúť žiakom informácie zo sveta práce je väčšinou jednoduché, avšak nadobudnutie informácií o svojich preferenciách vyžaduje zo strany žiakov intenzívnu introspekciu a zároveň „ je zriedkavé, aby nejaký mladý človek vstupoval do procesu rozhodovania o voľbe svojej budúcej profesie s paletou už dobre rozvinutých kariérnych preferencií“ (Gati & Tal, 2008, p. 161). Jedným z cieľov profesijného poradenstva je poskytovanie pomoci a podpory adolescentom v ich procese hľadania ideálneho študijného odboru alebo profesie, ktoré sa čo najlepšie budú hodiť k ich osobnosti (Flum & Blustein, 2000; Hamilton & Krumboltz, 1969). Táto podpora sa najčastejšie realizuje formou podpory profesijnej explorácie. Profesijná explorácia zahŕňa množstvo rôznych aktivít, ktoré rozvíjajú vedomosti o sebe samom, ale aj vedomosti o svete práce (Cheung, 2015) a je možné ich vnímať ako riešenie problému kariérovej nerozhodnosti. Množstvo žiakov je prirodzene motivovaných k nadobúdaniu takýchto informácií (napr. prostredníctvom štúdia literatúry, realizácie voľnočasových záľub, prvých pracovných skúseností, prostredníctvom médií či diskusie s rodičmi) a k preskúmavaniu svojich vlastných záujmov, životných cieľov alebo hodnôt (Porfeli & Lee, 2012). Na druhú stranu, množstvu žiakov chýba motivácia alebo zručnosť pre tieto aktivity (Cheung, 2015). K podpore profesijnej explorácie alebo kariérového rozhodovania bolo vypracovaných niekoľko intervenčných programov, ktorým bude venovaná samostatná kapitola tejto publikácie. Ich spoločným prvkom je to, že sú všeobecne orientované a obsahujú zmes rôznych aktivít, pozostávajúcich od poskytovania informácií v podobe prezentácií, cez exkurzie až po podporu dôvery vo vlastné schopnosti (kariérovú sebaúčinnosť) či podporu rozhodovania. V celosvetovom meradle sú známe iba dva pokusy (a aj to neúspešné) vytvoriť špecifické formy intervencie zamerané na rozvoj profesijných záujmov. Tie žiaci potrebujú k správnemu rozhodovaniu o svojom budúcom živote, v zmysle preferovaného študijného odboru a budúcej profesie. Ak žiak nemá žiadne záujmy, alebo ich má nedostatočne rozvinuté a zároveň nemá dostatok informácií zo sveta práce, potom musí byť voľba povolania, alebo študijného odboru preňho nesmierne náročnou úlohou. Z toho dôvodu sme si stanovili za cieľ vytvoriť efektívnu formu intervencie zameranú na rozvoj profesijných záujmov. V kolektíve viacerých autorov sme v priebehu niekoľkých rokov vytvorili a otestovali tri intervenčné programy. Pri ich tvorbe sme vychádzali z predpokladu, že žiaci majú nielen málo informácií zo sveta práce, ale aj nedostatok skúseností s rôznymi profesijnými aktivitami, čo následne limituje možnosti pre rozvoj ich profesijných záujmov. Preto sme chceli vytvoriť takú formu intervencie, ktorá by poskytla nielen profesijne relevantné informácie, ale dokázala by navodiť aj zmeny v záujmoch. Postupne budú v texte opísané tri intervenčné programy a návrh štvrtého, ktorý by prekonával nedostatky troch predošlých. Aby čitateľ lepšie porozumel kontextu ich potreby a racionálu ich vzniku, bude v texte opísaný okrem definícií kľúčových pojmov, ako sú profesijné záujmy, ich štruktúra a vývin, aj aktuálny stav v oblasti merania profesijných záujmov a tvorby kariérových intervencií tak v celosvetovom, ako aj v domácom meradle. Ako autor pevne verím, že táto publikácia môže byť inšpirujúca (nielen) pre tých praktikov alebo teoretikov z oblasti kariérového poradenstva, ktorí si uvedomujú potrebu rozvíjať profesijné záujmy žiakov a potrebu vyvíjať intervenčné programy k tomu určené. A inšpirujúca v tom zmysle, že sa v budúcnosti podarí posunúť stav poznania a praxe v tejto oblasti ďalej, a to až do podoby efektívneho intervenčného programu.

Αυτοαποτελεσματικότητα στη διαδικασία λήψης εκπαιδευτικών και επαγγελματικών αποφάσεων μαθητών – μαθητριών δευτεροβάθμιας εκπαίδευσης: Ο ρόλος ατομικών παραγόντων και υποστηρικτικών μηχανισμών

Thesis

Full-text available

Jul 2012

Argyro Charokopaki

Η παρούσα έρευνα στο θεωρητικό πλαίσιο της κοινωνικογνωστικής θεωρίας για τη σταδιοδρομία, αποσκοπεί στη διερεύνηση ορισμένων ατομικών, περιβαλλοντικών παραγόντων και υποστηρικτικών μηχανισμών που διαμορφώνουν τις αντιλήψεις αυτοαποτελεσματικότητας στη διαδικασία λήψης εκπαιδευτικών και επαγγελματικών αποφάσεων μαθητών-μαθητριών δευτεροβάθμιας εκπαίδευσης, καθώς και τη σχετική συμπεριφορά αυτών. Η ανάγκη να συμπεριληφθούν όσο το δυνατόν περισσότεροι από αυτούς τους παράγοντες στη μελέτη για την εξήγηση της διαμόρφωσης των συγκεκριμένων αντιλήψεων αυτοαποτελεσματικότητας, στη βάση μιας συνθετικής προσέγγισης, έχει διατυπωθεί από αρκετούς ερευνητές κυρίως στη διεθνή βιβλιογραφία. Στην Ελλάδα ελάχιστες έρευνες έχουν ασχοληθεί με τις συγκεκριμένες αντιλήψεις αυτοαποτελεσματικότητας, παρά το γεγονός ότι τις τελευταίες δεκαετίες, στο νέο πλαίσιο δια βίου προγραμματισμού, δράσης, σχεδιασμού και επανασχεδιασμού της σταδιοδρομίας, θέματα και φαινόμενα που αφορούν και αναφέρονται στη διαδικασία λήψης εκπαιδευτικών και επαγγελματικών αποφάσεων απασχολούν ολοένα και περισσότερο γονείς, εκπαιδευτικούς και λειτουργούς του θεσμού Συμβουλευτική – Προσανατολισμός στη δευτεροβάθμια εκπαίδευση και φυσικά πρωτίστως τους ίδιους τους εφήβους μαθητές/τριες. Η έρευνα διεξήχθη σε τελικό δείγμα 516 μαθητών – μαθητριών Α΄και Β΄τάξης Λυκείου που φοιτούσαν σε δημόσια σχολεία της περιφέρειας Στερεάς Ελλάδος (Νομού Βοιωτίας). Η προσωπικότητα των μαθητών-τριών αξιολογήθηκε ως προς τους παράγοντες του Cattell (16 Personality Factors) (Cattell & Cattell, 1995), οι επιδράσεις των διεργασιών που λαμβάνουν χώρα στην οικογένεια και με τους φίλους αξιολογήθηκαν με την κλίμακα της Υποστήριξης των γονέων και των φίλων στην επιλογή επαγγέλματος (Turner, Alliman-Brisset, Lapan, Udipi, & Ergun, 2003) και με την κλίμακα Προσκόλλησης σε γονείς και φίλους (Armdsen & Greenberg, 1987). Για την εκτίμηση των αντιλήψεων αυτοαποτελεσματικότητας στη διαδικασία λήψης εκπαιδευτικών και επαγγελματικών αποφάσεων αξιοποιήθηκε ομώνυμη υποκλίμακα του ερωτηματολογίου για την αυτοαποτελεσματικότητα μαθητών/τριών μέσης εκπαίδευσης (Fouad, Smith & Enochs, 1997) και κατασκευάστηκε αντίστοιχα η κλίμακα για την αξιολόγηση της συμπεριφοράς του ατόμου στον τομέα που αναφέρονται οι συγκεκριμένες αντιλήψεις αυτοαποτελεσματικότητας. Παράλληλα, συλλέχθηκαν ατομικά στοιχεία των μαθατών/τριών [φύλο, ηλικία, καταγωγή (Ελλάδα ή Εξωτερικό), σχολική επίδοση και τάξη φοίτησης (Α΄ ή Β΄ Λυκείου), τόπος μόνιμης κατοικίας (αγροτική, ημι-αστική, αστική περιοχή), οικογενειακή κατάσταση (σειρά γέννησης, σύνολο παιδιών οικογένειας)], καθώς και στοιχεία που σχετίζονται με το κοινωνικο-οικονομικό επίπεδο της οικογένειας αυτών. Τα ευρήματά έδειξαν πως υπάρχουν στατιστικά σημαντικές διαφορές φύλου, σχολικής επίδοσης και χαρακτηριστικών προσωπικότητας στις αντιλήψεις αυτοαποτελεσματικότητας και τη συμπεριφορά του ατόμου στον τομέα αυτό, όπου τα κορίτσια «υπερέχουν» των αγοριών, και οι μαθητές/τριες που παρουσιάζουν σχολική επίδοση «λίαν καλώς» εκείνων της αμέσως κατώτερης κατηγορίας σχολικής επίδοσης «καλώς». Τα άτομα που είναι συναισθηματικά ώριμα και σταθερά, με χαμηλή αυτοεκτίμηση / αυτοπεποίθηση, είναι αυτάρκειες και αυτόνομοι υπερέχουν στις αντιλήψεις αυτοαποτελεσματικότητας ενώ οι εσωστρεφείς στα επίπεδα εμφάνισης συμπεριφοράς στον τομέα που αναφέρονται οι συγκεκριμένες αντιλήψεις αυτοαποτελεσματικότητας. Επίσης, από τη διερεύνηση του βαθμού συνάφειας ανάμεσα στις αντιλήψεις αυτοαποτελεσματικότητας, στη σχετική συμπεριφορά του ατόμου και περιβαλλοντικών παραγόντων και υποστηρικτικών μηχανισμών, προέκυψε ότι όλες οι διαστάσεις των διεργασιών που λαμβάνουν χώρα στο φιλικό και οικογενειακό πλαίσιο που διερευνήθηκαν (η υποστήριξη των γονέων και των φίλων στην επιλογή επαγγέλματος και το είδος του δεσμού που ανέπτυξε και διατηρεί το άτομο με τους γονείς και τους φίλους του) συνδέονται συστηματικά με τις αντιλήψεις αυτοαποτελεσματικότητας και με τη συμπεριφορά του ατόμου στον τομέα αυτό. Τα ευρήματά μας ακόμη έδειξαν πως δεν υπάρχουν συστηματικές διαφορές με βάση τα στοιχεία της δομής της οικογένειας που εξετάστηκαν (τη σειρά γέννησης και το μέγεθος της οικογένειας) στις αντιλήψεις αυτοαποτελεσματικότητας στη διαδικασία λήψης εκπαιδευτικών και επαγγελματικών αποφάσεων ή στη συμπεριφορά του ατόμου στον τομέα αυτό. Ωστόσο, παρατηρήθηκαν συστηματικές διαφορές στις δύο διαστάσεις των διεργασιών που λαμβάνουν χώρα στο οικογενειακό πλαίσιο (στην υποστήριξη των γονέων και στο είδος του δεσμού που ανέπτυξε και διατηρεί το άτομο με αυτούς) με βάση τα στοιχεία της δομής της οικογένειας. Η διερεύνηση των παραγόντων με τη μεγαλύτερη προβλεπτική ισχύ για τις αντιλήψεις αυτοαποτελεσματικότητας στη διαδικασία λήψης εκπαιδευτικών και επαγγελματικών αποφάσεων πραγματοποιήθηκε με τη μέθοδο της πολλαπλής γραμμικής παλινδρόμησης. Η ανάλυση έδειξε ότι η υποστήριξη των γονέων στην επιλογή επαγγέλματος, η ύπαρξη ασφαλούς δεσμού προσκόλλησης με τους γονείς και τα χαρακτηριστικά της τάσης για αυτονομία/αυτάρκεια και για ανεξαρτησία αποτελούσαν τις σημαντικότερες μεταβλητές πρόβλεψης. Σε ότι αφορά τη συμπεριφορά του ατόμου στον τομέα που αναφέρονται οι αντιλήψεις αυτοαποτελεσματικότητας, οι σημαντικότερες μεταβλητές πρόβλεψης ήταν η υποστήριξη από τους γονείς, η τάση προς εσωστρέφεια, η τάση για ανεξαρτησία και η ύπαρξη αυτονομίας και αυτάρκειας. Γενικά, από τα αποτελέσματα της έρευνας αναδεικνύεται η αποφασιστική επίδραση που ασκούν στη διαμόρφωση των αντιλήψεων αυτοαποτελεσματικότητας στη διαδικασία λήψης εκπαιδευτικών και επαγγελματικών αποφάσεων ενός μαθητή/τριας μέσης εφηβικής ηλικίας, καθώς και στη συμπεριφορά του στον τομέα αυτό πρωτίστως οι γονείς του, μέσα από την επίδειξη ενός φάσματος τύπων συμπεριφοράς, πρακτικών και ενεργειών οι οποίες σχετίζονται με τη διαδικασία λήψης αποφάσεων, καθώς και το είδος των σχέσεων αλληλεπίδρασης που διατηρούν με το παιδί τους. Αποφασιστική επίδραση στη διαμόρφωση των συγκεκριμένων αντιλήψεων αυτοαποτελεσματικότητας φάνηκε επίσης ότι ασκούν ορισμένα χαρακτηριστικά της προσωπικότητας του μαθητή/τριας, τα οποία είναι δυνατό να αποτελέσουν μέτρο ασφαλούς πρόβλεψης τόσο για τις αντιλήψεις αυτοαποτελεσματικότητας όσο και για τη συμπεριφορά του στον τομέα αυτό. Τα αποτελέσματα εξετάζονται υπό το πρίσμα της πρακτικής αξιοποίησής τους στο πλαίσιο αναπτυξιακής-προληπτικής ή θεραπευτικής συμβουλευτικής παρέμβασης όσον αφορά τη λήψη αποφάσεων σταδιοδρομίας και τις σχετικές με αυτήν αντιλήψεις αυτοαποτελεσματικότητας με τη διαπραγμάτευση ενός κατά το δυνατόν ολοκληρωμένου σχεδίου. Argiro K. Charokopaki Career decision-making self efficacy of secondary education students: The role of personality, environmental factors and contextual supports ABSTRACT The present research, which is based on the social cognitive career theory, aims at investigating some factors (personality, environmental factors and contextual supports) that affect the career decision-making self efficacy of high school students as well as their performance in relation to the career decision-making process. According to the review of the related literature, many authors have stressed the need to investigate as many factors as possible in order to study their effect on the career decision-making self efficacy on the basis of a synthetic approach. In Greece authors have hardly investigated career decision-making self efficacy, despite the fact that in the last decades and in the new context of lifelong programming, action and planning of a career, issues concerning the career decision-making self efficacy are worrying parents, teachers and members of career counselling services and the high school students themselves more and more. 516 secondary school students from the region of Central Greece, Prefecture of Viotia, have participated in the present study. The 16 Personality Factors (Cattell & Cattell, 1995) were used to analyze the personality of the students. All the relevant actions that take place among the family members and among friends and peers were measured with the Career Related Parent & Peer Support Scale (Turner, Alliman-Brisset, Lapan, Udipi, & Ergun, 2003) and the Inventory of Parent and Peer Attachment (Armdsen & Greenberg, 1987). Career decision-making self efficacy was measured with the homonymous subscale of the questionnaire for middle school students (Fouad, Smith & Enochs, 1997) and another scale was made for the evaluation of relative career performance. Furthermore, the demographic data of the high school students [gender, age, origin (Greece or abroad), school performance, the class they attend (1st or 2nd class of high school), place of residence (rural, semi-urban, urban region), marital status (number of siblings and if it is the first, second… child of the family) as well as the socio-economic level of the family were gathered. The results showed systematic differences in the career decision-making self efficacy as well as in the performance of the career decision-making process among students of different gender, school performance and personality. In particular, girls are more self-efficient in career decision-making than the boys and the students whose school performance is characterized as “very good” are also more self-efficient than other students that have a “good” school performance. The high school students who are emotionally mature and stable with a low self-confident, are self-sufficient, autonomous and more self-efficient in career decision-making whereas the introvert students perform better in the career decision-making process. Moreover, the investigation of the relation among the career decision-making self efficacy, the students’ performance of this process, their environment and the contextual supports indicates that the actions of friends and family (family’s and friends’ support for the choice of a career and the bond (attachment) that the students have with the parents and friends) are connected with the high school students’ career decision-making self efficacy and their performance of this process. However, we conclude that the family itself (numbers of siblings date of birth of the siblings) doesn’t affect the high school students’ career decision-making self efficacy or their performance of this process. Nevertheless, the parental support and the relationship which the students have with their parents definitely influence their career decision-making self efficacy. The investigation of the variables that affect most the career decision-making self efficacy was accomplished according to the multiple linear regression method. The analysis suggested that the parental support regarding the choice of a career, the existence of a strong bond (attachment) between the student and the parents and the tendency towards autonomy / self-sufficiency and independence are the most essential variables of a right prediction. As far as the student’s performance of the career decision-making process is concerned, the most important predictive variables were the parental support, the tendency towards introversion, independence and the existence of autonomy and self-efficiency. In general, the results of the study show the decisive effect of the parents on the high school students’ career decision-making self efficacy as well as on their performance of this process. Parents influence their children through their own actions regarding a decision-making process. This parents’ effect on their children depends on the relationship which students have with their parents. Last but not least, some characteristics of the personality of the high school students have a crucial effect on their career decision-making self efficacy and they can be regarded as variables of a right prediction of their alleged career decision-making self efficacy and their performance in relation to the career decision-making process. The implications of the present study on career decision-making self-efficacy are discussed in terms of interventions in the frame of Counseling and Vocational Guidance in the Secondary Education System.

Karmaşık FTMM alanlarına ilgilerin öncül değişkenler ve mesleki uyum ölçütleri arasında aracı rolü

Article

Jan 2017

Yonca Toker

Practice and Research in Career Counseling and Development—2002

Article

Dec 2003
CAREER DEV Q

The authors present a review of the 2002 career development literature. The literature review is divided into the following areas: career theory, career assessment, career counseling interventions and practice, career counseling training and professional issues, and international issues in career counseling. The authors discuss the implications of the findings in this literature for career counseling practice.

Gender Differences in Scholastic Achievement: A Meta-Analysis

Article

Apr 2014
PSYCHOL BULL

A female advantage in school marks is a common finding in education research, and it extends to most course subjects (e.g., language, math, science), unlike what is found on achievement tests. However, questions remain concerning the quantification of these gender differences and the identification of relevant moderator variables. The present meta-analysis answered these questions by examining studies that included an evaluation of gender differences in teacher-assigned school marks in elementary, junior/middle, or high school or at the university level (both undergraduate and graduate). The final analysis was based on 502 effect sizes drawn from 369 samples. A multilevel approach to meta-analysis was used to handle the presence of nonindependent effect sizes in the overall sample. This method was complemented with an examination of results in separate subject matters with a mixed-effects meta-analytic model. A small but significant female advantage (mean d = 0.225, 95% CI [0.201, 0.249]) was demonstrated for the overall sample of effect sizes. Noteworthy findings were that the female advantage was largest for language courses (mean d = 0.374, 95% CI [0.316, 0.432]) and smallest for math courses (mean d = 0.069, 95% CI [0.014, 0.124]). Source of marks, nationality, racial composition of samples, and gender composition of samples were significant moderators of effect sizes. Finally, results showed that the magnitude of the female advantage was not affected by year of publication, thereby contradicting claims of a recent "boy crisis" in school achievement. The present meta-analysis demonstrated the presence of a stable female advantage in school marks while also identifying critical moderators. Implications for future educational and psychological research are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Understanding Career Decision Self-Efficacy A Meta-Analytic Approach

Article

Oct 2012

This study used meta-analysis to investigate the relationships between career decision self-efficacy (CDSE) and its relevant variables. The authors aimed to integrate the mixed results reported by previous empirical studies and obtain a clearer understanding of CDSE’s role within the framework of social cognitive career theory (SCCT). For purposes of this study, the authors searched and selected nine relevant variables (gender, age, race, self-esteem, vocational identity, career barriers, peer support, vocational outcome expectation, and career indecision). While some variables (i.e., gender, race, and career barriers) did not have a significant effect on CDSE, in accordance with the SCCT model, CDSE correlated significantly to self-esteem, vocational identity, peer support, vocational outcome expectation, and career indecision variables. The authors discuss these results in the context of the SCCT.

Perceived Barriers to Career Development in the Context of Social Cognitive Career Theory

Article

Aug 2005
J CAREER ASSESSMENT

Lori D. Lindley

Social cognitive career theory (SCCT) is a complex and extensively researched theory of career choice and performance. Relationships among several key variables of SCCT, including self-efficacy, outcome expectations, and perceived barriers, and their relationships to career choice were investigated. Contrary to prediction, outcome expectations for careers in several Holland themes were positively related to perceived career and educational barriers for women. Self-efficacy for careers in various Holland themes was more strongly associated with beliefs about coping with barriers for men than for women. In support of one of the major predictions of SCCT, high rates of correspondence were found between participants’ career choices and their highest self-efficacy and outcome expectation scores. Explanations for unexpected findings and suggestions for future research are discussed.

The Paradox of Self-Efficacy: Research With Diverse Populations

Article

Feb 2006
J CAREER ASSESSMENT

Lori D. Lindley

Since its earliest applications to vocational psychology, self-efficacy has been recognized for its utility with diverse populations, attributable to its attention to environmental influences. Somewhat paradoxically, then, it has also been criticized as being limited in its applicability with people from other cultures, because of its focus on individual human agency. The current body of research on self-efficacy with diverse populations provides some insight into this paradox, although many questions remain unanswered. Self-efficacy literature with diverse populations is reviewed, theoretical questions are raised, and recommendations for future research are given.

Review of studies on generalized self-efficacy and the explanatory potential of epigenetic theory

Article

Feb 2011

In this article, we review studies of generalized self-efficacy (GSE) involving the characteristics, measurement, changes, and formation of GSE. We discuss controversial issues regarding developmental changes in GSE, such as the age at which GSE develops and becomes established, and its causal direction, i.e., does task-specific self-efficacy have an effect on GSE, or does GSE have an effect on task-specific self-efficacy. We suggest that studies of GSE should be designed to address these questions. Since it is possible to study the long-term development of GSE using epigenetic theory, we suggest that this theory should be the theoretical framework for GSE studies. GSE studies would also benefit from consideration of the theory of competence (concept of virtue) based on the perspective of healthy ego-development. Moreover, not only positive aspects of GSE, but also negative aspects, such as over-aspiration, should be investigated. We conclude that multifaceted studies of GSE based on theories of personality development should be undertaken.

Non-ability correlates of the science-math trait complex: searching for personality characteristics and revisiting vocational interests

Article

Yonca Toker

The trait complex approach (Ackerman&Heggestad, 1997) makes it possible to study the individual holistically by taking account of various individual differences at the same time, such as abilities, personality, motivation, and vocational preferences. Recently, Kanfer, Wolf, Kantrowitz, and Ackerman (2010) provided support for taking a whole-person approach in predicting academic performance. They also showed the incremental role of non-ability predictors over the role of ability predictors. Objectives of the present study were to further explore the non-ability variables of the science/math trait complex. Identifying the personality correlates of the science/math trait complex was the first objective. Investigation results yielded four personality factors as correlates of the complex, which play important roles for engineers and scientists at different stages of the vocational track: toughmindedness was the personality marker of the science/math trait complex and was associated with intending to pursue a STEM career; achievement and control were associated with academic success in STEM majors; and cognitively-oriented behavior was associated with more cognitively challenging pursuits, such as attending STEM competitions and planning to go on to graduate school. The second purpose was to revisit the vocational interests associated with the science/math trait complex and the Science, Technology, Engineering, and Mathematics (STEM) groups. A new measure was introduced, referred to as STEM Interest Complexity, which measures interests towards engaging in increasingly complex tasks in the Numerical, Symbolic, Spatial, and STEM-related Ideas domains. It was developed to assess the level of vocational interests, in addition to the traditionally assessed direction of vocational interests (Holland, 1985). Validation of the new STEM Interest Complexity measure showed adequate construct and concurrent criterion-related validities. Construct validity was established by demonstrating associations between the new measure and measures of the direction of interests, cognitive abilities, intelligence as personality, and learning goal orientations. Support for the new measure's criterion-related validity was found by demonstrating that the measure discriminates between majors, and predicts vocational criteria (i.e., college achievement in STEM, attachment to STEM fields, major satisfaction, and one's intentions to chose a complex STEM career). With dominance analyses, it was shown that STEM Interest Complexity was the most important vocational assessment in the prediction of criteria. Results support the assertion that vocational interest inventories can be improved by incorporating the level of complexity dimension. Finally, a science/math trait complex composite score, including the personality factors and STEM Interest Complexity, in addition to the previously determined ability, interest, and self-concept associates, showed moderate associations with STEM-related vocational criteria. The non-ability individual differences, which were the focus of the present study, added to the conceptualization and predictive utility of the science/math trait complex.

Construct validity of the Self-Efficacy Scale

Article

Full-text available

Dec 1983

Self-efficacy theory asserts that self-efficacy expectancies exert powerful influences on behavior and behavioral change. The Self-efficacy Scale was developed to assess generalized expectations of self-efficacy. Previous research provided preliminary evidence of the validity and reliability of the two subscales of the Self-efficacy Scale. The present study investigated several predicted conceptual relationships between the Self-efficacy subscales and other personality measures, i.e., MMPI, Rathus Assertiveness Schedule, and Bem Sex-role Inventory. Results supported the interpretation of the Self-efficacy Scale as a valid measure of expectation of personal ability to initiate and persist in behavior. Positive expectancies of self-efficacy were associated with enhanced personal adjustment.

The Self-Efficacy Scale: Construction and Validation

Article

Full-text available

Oct 1982

Tested the self-efficacy hypotheses that (1) personal mastery expectations are the primary determinants of behavioral change and (2) individual differences in past experiences and attribution of success to skill or chance result in different levels of generalized self-efficacy expectations. A Self-Efficacy Scale was developed and tested with 376 college students. Factor analysis yielded 2 subscales: a General Self-Efficacy subscale (17 items) and a Social Self-Efficacy subscale (6 items). Confirmation of several predicted conceptual relationships between the Self-Efficacy subscales and other personality measures (i.e., Locus of Control, Personal Control, Social Desirability, Ego Strength, Interpersonal Competence, and Self-Esteem) provided evidence of construct validity. Positive relationships between the Self-Efficacy Scale and vocational, educational, and military success established criterion validity. (15 ref) (PsycINFO Database Record (c) 2013 APA, all rights reserved)

The Relation of Self-Efficacy and Grade Goals to Academic Performance

Article

Full-text available

Dec 1987
EDUC PSYCHOL MEAS

Four studies were conducted to examine the relationship between academic self-efficacy and performance in college courses. Measures of academic grade goals and ability were also obtained. The first study was used to select valid items from a larger pool of self-efficacy measures. The items were further revised and the new item set was then tested out on the sample from study 4. A final set of items was selected and the resulting self-efficacy scale replicated on two other samples (studies 2 and 3). Self-efficacy was found to be significantly related to academic performance and to self-set academic grade goals. Grade goals and ability were also related to course performance. These results are consistent with laboratory studies of the relation of self-efficacy and goals to task performance.

Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.Journal of Counseling Psychology, 38, 30-38

Article

Full-text available

Jan 1991

Reports on meta-analyses of the relations of self-efficacy beliefs to academic performance and persistence. Results revealed positive and statistically significant relationships between self-efficacy beliefs and academic performance and persistence outcomes across a wide variety of subjects, experimental designs, and assessment methods. The relationships were found to be heterogeneous across studies, and the variance in reported effect sizes was partially explained by certain study characteristics. Implications for further research and for intervention are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance

Article

Full-text available

Aug 1994
J VOCAT BEHAV

This article presents a social cognitive framework for understanding three intricately linked aspects of career development: (a) the formation and elaboration of career-relevant interests, (b) selection of academic and career choice options, and (c) performance and persistence in educational and occupational pursuits. The framework, derived primarily from Bandura's (1986) general social cognitive theory, emphasizes the means by which individuals exercise personal agency in the career development process, as well as extra-personal factors that enhance or constrain agency. In particular, we focus on self-efficacy, expected outcome, and goal mechanisms and how they may interrelate with other person (e.g., gender), contextual (e.g., support system), and experiential/learning factors. Twelve sets of propositions are offered to organize existing findings and guide future research on the theory. We also present a meta-analysis of relevant findings and suggest specific directions for future empirical and theory-extension activity.

Managerial Coping With Organizational Change: A Dispositional Perspective

Article

Full-text available

Feb 1999

In a departure from the organizational development literature, this study hypothesized that managerial responses to organizational change are influenced by 7 dispositional traits (locus of control, generalized self-efficacy, self-esteem, positive affectivity, openness to experience, tolerance for ambiguity, and risk aversion). Data were collected from 6 organizations (N = 514) to test the hypotheses. The 7 traits were reduced to 2 factors: Positive Self-Concept and Risk Tolerance. Both of these trait factors significantly predicted self-reports and independent assessments of coping with change. Results also indicated that coping with organizational change was related to extrinsic (salary, job level, plateauing, job performance) and intrinsic (organizational commitment, job satisfaction) career outcomes and that coping mediated roughly half of the relationships between the dispositional factors and these career outcomes. In a recent review of the literature, Quinn, Kahn, and Mandl (1994) noted that research in the field of organiza- tional change and development has evolved from four major paradigms: organizational development, strategic choice, resource dependence-institutional theory, and population ecology. That all four of these paradigms consider change at the organizational level is a telling depiction of the organi- zational change literature. Research dealing with organiza- tional change has been largely dominated by a macro, systems-oriented focus. Some researchers have called for a more micro, person-oriented focus pertaining to issues im- portant in change (Bray, 1994), yet micro-level research on organizational change remains limited. Studies of individual behavior in relation to organizational change typically have

Career self-efficacy: Empirical status and future directions

Article

Full-text available

Jun 1987

Bandura's self-efficacy theory, stemming from a social cognitive model of behavior, has been gaining empirical attention in the career literature. This paper reviews emerging findings applying self-efficacy theory to career-relevant behaviors; examines a number of conceptual and methodological issues arising from this work; and offers several directions for future research and theory on the career self-efficacy construct. Self-efficacy appears to offer promise in understanding certain career entry behaviors, such as college major choices and academic performance, though there has been little work relating self-efficacy to career development beyond college or exploring causal connections between self-efficacy and career behaviors. An expanded base for research on career self-efficacy is advocated.

Self-Efficacy: Toward a Unifying Theory of Behavioral Change

Article

Jan 1977

Albert Bandura

Presents an integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment. This theory states that psychological procedures, whatever their form, alter the level and strength of self-efficacy. It is hypothesized that expectations of personal efficacy determine whether coping behavior will be initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles and aversive experiences. Persistence in activities that are subjectively threatening but in fact relatively safe produces, through experiences of mastery, further enhancement of self-efficacy and corresponding reductions in defensive behavior. In the proposed model, expectations of personal efficacy are derived from 4 principal sources of information: performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Factors influencing the cognitive processing of efficacy information arise from enactive, vicarious, exhortative, and emotive sources. The differential power of diverse therapeutic procedures is analyzed in terms of the postulated cognitive mechanism of operation. Findings are reported from microanalyses of enactive, vicarious, and emotive modes of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes. (21/2 p ref)

Self-Efficacy Theory

Chapter

Jan 1995

James E. Maddux

In the course of even the most ordinary lives, people face an infinite number of decisions, problems, and challenges. Despite the statistics on the prevalence of emotional and behavioral dysfunction, most people most of the time are able to effectively make decisions, solve problems, and overcome challenges. Understanding how people adapt and adjust to life’s infinite challenges is, perhaps, the most important problem for scientific psychology. Not surprisingly, most of the important models of human learning, cognition, emotion, personality, and social interaction have tried to account for the individual’s capacity for adaptively responding to environmental changes, often referred to as competence (e.g., Sternberg & Kolligan, 1990; White, 1959). The study of beliefs about personal competence and the role of such beliefs in human adaptation and adjustment have a long history in clinical, personality, and social psychology. The theories of effectance motivation (White, 1959), achievement motivation (McClelland, Atkinson, Clark, & Lowell, 1953), social learning (Rotter, 1966), and helplessness (Abramson, Seligman, & Teasdale, 1978) are just a few of the many theories that have sought to explore and explain the relationship between perceptions of personal competence and adaptation, adjustment, and psychological well-being.

Self-Efficacy: Implications for Organizational Behavior and Human Resource Management

Article

Jul 1987
ACAD MANAGE REV

Marilyn E. Gist

Self-efficacy (one's belief in one's capability to perform a task) affects task effort, persistence, expressed interest, and the level of goal difficulty selected for performance. Despite this, little attention has been given to its organizational implications. This paper reviews the self-efficacy concept and then explores its theoretical and practical implications for organizational behavior and human resource management.

Test-Retest Reliability and Validity Studies of the Skills Confidence Inventory

Article

Dec 1998
J CAREER ASSESSMENT

The present study investigated the test-retest reliability and construct validity of the Skills Confidence Inventory (SCI; Betz, Borgen, & Harmon, 1996), a measure of self-efficacy expectations with respect to the six Holland (1985a) themes. In a sample of 113 college students, 67 men and 46 women, test-retest reliability over a 3-week interval ranged from .83 (Realistic confidence) to .87 (Social confidence). In a sample of 345 students, 164 men and 181 women, evidence for the construct validity of the SCI was found. Results of a confirmatory factor analysis suggested a fair fit of the data to the six-factor structure of Holland's theory.

Self-Efficacy Theory as a Basis for Career Assessment

Article

Jul 2000
J CAREER ASSESSMENT

Nancy E. Betz

This article reviews the basic postulates of self-efficacy theory and describes its applications to the study of career choice and development. Following a discussion of issues involved in the measurement of perceived self-efficacy with respect to domains of career behavior, measurement of and research on occupational self-efficacy, mathematics self-efficacy, self-efficacy with respect to basic domains of activity, and career decision self-efficacy are reviewed. The relationship of self-efficacy to vocational interests and the particular relevance of the theory to the career development of women and members of racial/ethnic minority groups are also discussed.

Relationships Among Measures of Career Self-Efficacy, Generalized Self-Efficacy, and Global Self-Esteem

Article

Jun 1996
J CAREER ASSESSMENT

This study involved the examination of relationships among behavior-domain-specific measures of career self-efficacy and measures of generalized self-efficacy and global self-esteem. Correlations of domain-specific measures were higher with generalized self-efficacy than with global self-esteem and were higher, in some cases significantly so, for male than for female students. The domains most strongly correlated with generalized self-efficacy were career decision-making self-efficacy in both sexes and several of the Holland (1973, 1985) theme self-efficacy measures in men.

Predicting Occupational Considerations: A Comparison of Self-Efficacy Beliefs, Outcome Expectations, and Person-Environment Congruence

Article

Jul 2000
J CAREER ASSESSMENT

Social Cognitive Career Theory (SCCT) and Holland's theory of career choice both make predictions about individuals' occupational considerations. SCCT suggests that occupational considerations are partially a function of self-efficacy beliefs and outcome expectations whereas Holland's theory suggests that such considerations are a function of person-environment congruence. This study explored the relationships among self-efficacy beliefs, outcome expectations, congruence, and occupational considerations in a sample of 93 college students. Hierarchical regression analyses indicated a modest positive relationship between congruence and occupational considerations that was no longer evident when self-efficacy beliefs and outcome expectations were considered in the regression equation. Implications for practice and the continued evaluation of overlap among career theories are discussed.

Gender and Holland Type as Moderators of the Validity and Interpretive Utility of the Skills Confidence Inventory

Article

Oct 1998

Using a large national sample of employed adults, this study found minimal gender differences in self-efficacy for the Holland themes among women and men within 21 occupations, and within six Holland job families. For both women and men, evidence for the validity of the Skills Confidence Inventory, the measure of self-efficacy, indicated considerable predictive utility of the six General Confidence Themes for membership in one of the six Holland job families. However, some job family and gender differences in the relation of self-efficacy levels to probability of group membership were also observed.

The Skills Confidence Inventory: A Measure of Self-Efficacy

Article

Sep 1996
J CAREER ASSESSMENT

The Skills Confidence Inventory (SCI; Betz, Borgen, & Harmon, 1996) General Confidence Theme (GCT) scores differentiated appropriately between members of 21 occupational groups. The GCT scales represent confidence in ability to perform tasks and complete courses in six areas that correspond to the Holland themes (1985). The occupational groups represented all six Holland types and encompassed both professional and nonprofessional fields. For over 80% of the occupational groups, the highest GCT was on a scale matching the Holland code for the occupation. Likewise, the groups that scored highest and lowest on each GCT were consistent with Holland's theory. To determine whether the SCI can be useful in career assessment, it is important to show that the GCTs provide information that is different from the information provided by the Strong Interest Inventory (SII; Harmon, Hansen, Borgen, & Hammer, 1994) General Occupational Themes (GOT), which also provide scores for the six Holland themes. Reports of career assessments with four college students in which both the SCI and SII were used are presented. They suggest that the SCI is useful in career assessment and counseling.

Self-Efficacy: A Theoretical Analysis of Its Determinants and Malleability

Article

Apr 1992
ACAD MANAGE REV

The construct of self-efficacy has received increasing empirical attention in the organizational behavior literature. People who think they can perform well on a task do better than those who think they will fail. Differences in self-efficacy are associated with bona fide differences in skill level; however, efficacy perceptions also may be influenced by differences in personality, motivation, and the task itself. This article reviews theoretically the antecedent processes and information cues involved in the formation of self-efficacy. A model of the determinants of self-efficacy is proposed that enhances understanding of both the complexity and malleability of the construct. Determinants that facilitate the most immediate change in self-efficacy are identified, and appropriate change strategies are highlighted. Implications and propositions pertaining to future research are discussed at the end of the article.

Self-Efficacy in the Prediction of Academic Performance and Perceived Career Options

Article

Jul 1986

Explored the relation of self-efficacy beliefs to educational–vocational choice and performance by assessing the extent to which efficacy beliefs, in concert with other relevant variables, predicted academic grades, persistence, and perceived career options in 105 undergraduates considering science and engineering fields. Ss participated in a career planning course on science and engineering fields. Hierarchical regression analyses indicated that self-efficacy contributed significant unique variance to the prediction of grades, persistence, and range of perceived career options in technical/scientific fields. The 2 self-efficacy scales used were moderately intercorrelated but differentially related to previous academic performance; neither scale was significantly related to general self-esteem or career indecision. (13 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The Relationships of Self-Efficacy for the Holland Themes to Gender, Occupational Group Membership, and Vocational Interests

Article

Jan 1996

The studies presented in this article resulted in the findings that gender differences in self-efficacy for the Holland themes are consistent with previous findings regarding gender differences in Holland interest patterns, although the gender differences are less pronounced in employed adults than in college students. Within occupational group, the self-efficacy profiles of women and men were very similar and closely corresponded to the Holland interest code of the occupation. Confidence for and interest in a theme were moderately correlated, and recommendations for the counseling use of joint combinations of interests and self-efficacy are made. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The incremental validity of vocational self-efficacy: An examination of interest, self-efficacy and occupation

Article

Oct 1999

The authors examined the incremental validity, beyond vocational interest, of the General Confidence Themes of the Skills Confidence Inventory (N. E. Betz, F. H. Borgen, & L. W. Harmon, 1996a) as measures of vocational self-efficacy in identifying tenured and satisfied membership in 21 occupational groups for 1,105 employed women and men. The General Occupational Themes of the Strong Interest Inventory (L. W. Harmon, J. C. Hansen, F. H. Borgen, & A. L. Hammer, 1994) were used to measure interest. The results replicated T. J. G. Tracey's (1997) finding that self-efficacy and interest form similar structures. Results also demonstrated the explanatory power of self-efficacy and interest and the incremental validity of self-efficacy. The authors suggest that the Skills Confidence Inventory is (a) a valid measure of tenured and satisfied occupational membership, (b) a distinct measure from interest but similar in structure, and (c) a potentially useful career assessment measure. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Motivation and Disinhibition in High Risk Sports: Sensation Seeking and Self-Efficacy

Article

Sep 1997

This study examined the roles of sensation seeking and self-efficacy in explaining extreme and high physical risk taking behavior. Study participants were 20 extreme risk takers chosen from participants in skiing, rock climbing, kayaking, and stunt flying. One control group was comprised of 20 high, but not extreme, risk takers from each of these activities, matched to the participants in skill and experience. A second control group consisted of 20 trained athletes involved in moderate risk sports. Percepts of self-efficacy emerged as the principle variable differentiating the groups. A social cognitive explanation for desire for mastery was used to understand what enables risk takers to overcome the potentially inhibiting influences of anxiety, fear, and the recognition of danger. This conclusion is further reinforced by converging results from interviews with the participants. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Relation of self-efficacy to academic achievement and persistence

Article

Jul 1984

Examined the relation of self-efficacy beliefs as measured by indices constructed using procedures of N. E. Batz and G. Hackett (see record 1982-02194-001) to 42 undergraduates' persistence and success in pursuing science and engineering college majors. Ss had participated in a 10-wk career-planning course on science and engineering fields. Self-efficacy measures tested their perceived ability to fulfill the education requirements and job duties of a variety of technical and/or scientific occupations. Results show that Ss who reported high self-efficacy for educational requirements achieved higher grades and persisted longer in technical and/or scientific majors over the following year than those with low self-efficacy. Self-efficacy was moderately correlated with objective predictors of academic aptitude and achievement. (16 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Self-Efficacy Beliefs: Comparison of Five Measures

Article

Jun 1994

Compared 5 ways of operationalizing self-efficacy that are commonly found in the literature and assessed the antecedents and consequences of self-efficacy on the basis of A. Bandura's (1986) conceptualization. Results indicate that measuring self-efficacy by using a task-specific, 1-item confidence rating showed the lowest convergent validity with the other self-efficacy operationalizations and showed the least consistency in its correlation with the hypothesized self-efficacy antecedents and outcomes. Furthermore, self-efficacy magnitude and self-efficacy strength (combining all the certainty answers) appeared to be inferior to self-efficacy composites based on combining only the strength items where the magnitude response was "yes, I can perform at that level." (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Comparison of Three Theoretically Derived Variables in Predicting Career and Academic Behavior: Self-Efficacy, Interest Congruence, and Consequence Thinking

Article

Jul 1987

This study explored the differential contribution of three alternative theoretically based variables, self-efficacy, interest congruence, and consequence thinking, in explaining career-relevant behavior in students considering science and engineering fields. Results of multiple regression analyses indicated that self-efficacy was the most useful of the three in predicting grades and persistence in technical/scientific majors, both self-efficacy and congruence contributed to the prediction of range of perceived career options, and congruence alone offered significant incremental variance in explaining career indecision. The three theoretical variables were also interrelated. Implications for practice and the further evaluation of career theories are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

A Comparison of Likert Scale and Traditional Measures of Self-Efficacy

Article

Apr 1998

This study addressed whether a Likert-type measurement format can be used as an alternative to the traditional format for measuring self-efficacy. Classical reliability, observed correlations with relevant criteria, and confirmatory factor analyses were used to assess the similarity of the two formats in a sample of 128 college students. The results indicated that Likert-type and traditional measures of self-efficacy have similar reliability–error variance, provide equivalent levels of prediction, and have similar factor structure and similar discriminability. Overall, considering both practicality and the apparent similarity of empirical results from the two methods, a Likert scale seems to offer an acceptable alternative method of measuring self-efficacy. Limitations and suggestions for future research are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Academic self-efficacy and first-year college student performance and adjustment

Article

Mar 2001

A longitudinal study of 1st-year university student adjustment examined the effects of academic self-efficacy and optimism on students' academic performance, stress, health, and commitment to remain in school. Predictor variables (high school grade-point average, academic self-efficacy, and optimism) and moderator variables (academic expectations and self-perceived coping ability) were measured at the end of the first academic quarter and were related to classroom performance, personal adjustment, stress, and health, measured at the end of the school year. Academic self-efficacy and optimism were strongly related to performance and adjustment, both directly on academic performance and indirectly through expectations and coping perceptions (challenge-threat evaluations) on classroom performance, stress, health, and overall satisfaction and commitment to remain in school. Observed relationships corresponded closely to the hypothesized model. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

An evaluation of a generalized self-efficacy scale

Article

May 1994
PERS INDIV DIFFER

C. J. Lennings

Tipton and Worthington (1984; Journal of Personality Assessment, 48, 545–548) presented a scale for assessing generalized self-efficacy. This scale was available in two forms: an original version of 27 items and a brief version of 10 items. In the current study the reliability of both versions was found to be high although the predictive utility of the original scale was found to be low. It was concluded that the scale did fulfil some objectives as a generalized self-efficacy measure, but the usefulness of a generalized self-efficacy measure was called into question.

Applications of Self-Efficacy Theory to the Understanding and Treatment of Career Indecision

Article

Feb 1983

The present study was designed to investigate the utility of Bandura's self-efficacy theory to the understanding and treatment of career indecision. More specifically, the study involved the development of a measure of self-efficacy expectations with regard to 50 tasks or behaviors required in career decision making and the examination of the relationships of career decision-making self-efficacy to several components of vocational indecision. A total of 346 subjects, 154 students attending a private liberal arts college and 193 students attending a large state university, were administered the measure of career decision-making self-efficacy expectations and the Career Decision Scale (Osipow, Carney, Winer, Yanico, & Koschier, Columbus, Ohio: Marathon Consulting and Press, 1980). In addition, Scholastic Aptitude Test verbal and math scores were obtained for the liberal arts students, and American College Test math and English subtest scores were obtained for the state university students. Results indicated first that college students in general express considerable confidence in their ability to complete the tasks necessary to make career decisions. In addition, however, the strength of students' career decision-making self-efficacy expectations was strongly and negatively related to overall levels of career indecision and was, in particular, related to the component of indecision described as a lack of structure and confidence with respect to career decisions. Relationships of career decision-making self-efficacy expectations to ability level were negligible. Based on the findings of this study it is suggested that the concept of career-related self-efficacy expectations provides a useful framework for the understanding, assessment, and treatment of at least some of the antecedents to vocational indecision.

Human Agency in Social Cognitive Theory

Article

Oct 1989

Albert Bandura

The present article examines the nature and function of human agency within the conceptual model of triadic reciprocal causation. In analyzing the operation of human agency in this interactional causal structure, social cognitive theory accords a central role to cognitive, vicarious, self-reflective, and self-regulatory processes. The issues addressed concern the psychological mechanisms through which personal agency is exercised, the hierarchical structure of self-regulatory systems, eschewal of the dichotomous construal of self as agent and self as object, and the properties of a nondualistic but nonreductional conception of human agency. The relation of agent causality to the fundamental issues of freedom and determinism is also analyzed.

Dispositional Effects on Job and Life Satisfaction: The Role of Core Evaluations

Article

Mar 1998

Past research has suggested that dispositional sources of job satisfaction can be traced to measures of affective temperament. The present research focused on another concept, core self-evaluations, which were hypothesized to comprise self-esteem, generalized self-efficacy, locus of control, and nonneuroticism. A model hypothesized that core self-evaluations would have direct effects on job and life satisfaction. It also was hypothesized that core self-evaluations would have indirect effects on job satisfaction. Data were collected from 3 independent samples in 2 countries, using dual source methodology. Results indicated that core self-evaluations had direct and indirect effects on job and life satisfaction. The statistical and logical relationship among core evaluations, affective disposition, and satisfaction was explored.

The Measurement of Generalized Self-Efficacy: A Study of Construct Validity

Article

Nov 1984

Jan 1992
183

Gist, M. E.

Generalized Self-Efficacy, Holland Theme Self-Efficacy, and Academic Performance

Abstract

No full-text available

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