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Measures in Health Psychology: A User's Portfolio. Causal and Control Beliefs
... Self-efficacy was measured using the General Self-Efficacy Scale-5 (GSE-5), a shortened form of the GSE-10 (Schwarzer & Jerusalem, 1995;Tambs & Røysamb, 2014). The patients are asked how accurate different statements are; e.g."I am confident that I could deal efficiently with unexpected events". ...
... The response categories range from 1 to 4 ('not at all true' to 'exactly true'). A higher score indicates higher perceived self-efficacy (Schwarzer & Jerusalem, 1995;Tambs & Røysamb, 2014). The questions in the GSE-5 avoid clinical symptom-related language and focus on positively phrased questions (Schueler et al., 2021). ...
... The questions in the GSE-5 avoid clinical symptom-related language and focus on positively phrased questions (Schueler et al., 2021). The instrument has been found to have good psychometric properties, such as validity and reliability (Schwarzer & Jerusalem, 1995;Tambs & Røysamb, 2014). ...
This study examines whether adult patients (n = 105) with mental and/or substance use disorders benefit from equine-facilitated psychotherapy (EFP)—therapy with horses—in addition to regular treatment. The study used an observational pre-post-study design with two measurement points. Treatment outcomes were measured using standardized self-report instruments reflecting psychological distress (Hopkins Symptom Checklist-10), self-efficacy (General Self-Efficacy Scale-5), quality of life (Quality of Life-5), and emotion regulation (sub-scale from the Severity Indices of Personality Problems-118). All outcome measurements found statistically significant pre-post improvements after the EFP treatment program. The findings suggest that EFP could be a beneficial supplementary treatment for a broad range of patients with mental and/or substance use disorders. However, this observational study cannot establish causation or eliminate confounding variables.
... Similarly, Vasalampi et al. (2010) found that self-esteem (a similar concept to general self-efficacy) positively correlates with (educational) goal effort among lower-secondary education students. Based on these findings and regarding our second research question, we assumed that general self-efficacy in primary education (i.e., general beliefs in one's ability to respond to and control environmental demands and challenges; Schwarzer and Jerusalem 1995) indirectly affects lack of goal progress in upper-secondary education via effort in lower-secondary education. We argue that general self-efficacy's effect in primary education on educational effort in lower-secondary education partially represents general self-efficacy's effect in lower-secondary education on educational effort in lowersecondary education due to high levels of relative stability in general self-efficacy over time (West et al. 2020). ...
... " Between 312 and 316 adolescents responded to the six items (missing values: n = 1,463-1,467, 82%; factor: N = 320, M = 4.27, SD = 0.70, α = 0.77, range: 1.50-5.67). Schwarzer and Jerusalem (1995) assessed the General Self-Efficacy Scale with data from Germany (students and mostly adults) and reported Cronbach's alpha values between 0.82 and 0.93. ...
... Before the first group session and immediately following the last, the participants completed the Generalized Self-Efficacy Scale (GSES) (Schwarzer & Jerusalem, 1995) and the Work Self-Efficacy Scale (WSES) (Pepe et al., 2010). The participants also engaged in a collaborative goal-setting process using Goal Attainment Scaling (GAS) (Kiresuk & Sherman, 1968), at which time they predicted outcomes postintervention and established associated benchmarks. ...
... The GSES (Schwarzer & Jerusalem, 1995) is a self-administered scale that assesses overall selfefficacy, including 10 items related to the capability to solve difficult problems, persevere to accomplish goals, deal efficiently with unexpected events, and find the means and ways to succeed in the face of opposition. Research has demonstrated support for the GSE's modified single-factor structure and strict measurement invariance across time and has also found the instrument to have internal consistency, test-retest reliability, and good convergent validity as related to measures of subjective well-being and positive expectations (Lazic et al., 2021). ...
... General self-efficacy (e.g., "I can rely on my coping abilities when things get difficult," α = .90) was measured using the general self-efficacy scale (GSE, Schwarzer & Jerusalem, 1995). Specific efficacy was assessed via four scales. ...
... Study 2 used the same scales and scoring procedure used in Study 1. General self-efficacy was assessed using Schwarzer and Jerusalem's (1995) GSE scale (e.g., "I can rely on my coping abilities when things get difficult," α = .93). ...
Objective: This article examines how social identification and group efficacy contribute to the growth of personal self-efficacy during and following a voyage-based Adventure Education Program (AEP). Method: Study 1 utilized a quasi-experimental nonrandom design to assess whether personal self-efficacy increased among youth who participated in a 10-day sailing AEP compared to youth who did not. Study 2 utilized a longitudinal design to assess whether increased personal self-efficacy found after the AEP would remain 9 months later. In each study, mediation models examined the extent to which social identity predicted increased personal efficacy through group efficacy. Results: Study 1 (n = 150) showed that voyage participants reported increased personal efficacy from the first to the last day of the voyage. Changes among nonvoyage participants over the same period were not significant. Study 2 (n = 153) replicated these effects using an independent sample and demonstrated that the increased efficacy found among voyage participants was maintained over 9 months. In both studies, the effects of social identity on heightened levels of personal efficacy were mediated by group efficacy. Conclusions: Youth taking part in a 10-day voyage experience long-lasting increases in personal self-efficacy. Moreover, positive social identity is associated with higher personal efficacy to the extent that the in-group is perceived to have greater efficacy.
... As covariates, we used child and maternal characteristics that have been identified as contributing to child development. Maternal characteristics included depressive symptoms, anxiety, parenting stress, and self-efficacy, as measured by the Center for Epidemiologic Studies Depression Scale-Revised (CESD-R), [41] the State Trait Anxiety Inventory (STAI) [42] State Anxiety subscale, the Parenting Stress Index, 4th Edition Short Form (PSI-4-SF) [43], and the General Self-Efficacy (GSE) [44] scale. We hypothesized that, after controlling for child and maternal characteristics, Alberta FICare would decrease the risk of developmental delay at age 18 months CA. ...
Background: Preterm birth, even for moderate or late preterm infants (MLPIs), is associated with longer-term developmental challenges. Family Integrated Care (FICare) models of care, like Alberta FICare, aim to improve outcomes by integrating parents into neonatal care during hospitalization. This follow-up study examined the association between models of care (Alberta FICare versus standard care) and risk of child developmental delay at 18 months corrected age (CA) and explored the influences of maternal psychosocial distress. Methods: We assessed 257 mothers and 298 infants from a cluster randomized controlled trial (ID: NCT0279799) conducted in ten Level II NICUs in Alberta, Canada. Risk of delay was assessed using developmental screening tests. Maternal psychosocial distress was assessed using self-reported measures of depressive symptoms, anxiety, parenting stress, and self-efficacy. Results: There was no association between model of care and risk of developmental delay. Higher maternal parenting stress was associated with increased risk of developmental delay. Conclusions: Alberta FICare was not associated with decreased risk of developmental delay at 18 months CA. Maternal parenting stress may play an important role in the development of MLPIs and should be addressed post-discharge.
... The General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995) is a 10-item measure of one's perceived capacity to manage stress in a variety of stressful situations. Participant ratings range from 0 (not true at all) to 3 (exactly true) on each item. ...
Objective: Although traumatic exposures are common, only a small percentage of people exposed to trauma go on to develop posttraumatic stress disorder (PTSD). This phenomenon suggests that there may be psychological factors that influence posttraumatic recovery trajectories. Beliefs about one’s ability to cope with traumatic events have been proposed as a mechanism of posttraumatic recovery. The present study evaluated coping self-efficacy (CSE) as a treatment mechanism. Method: Data were collected from 423 military service members and veterans who completed a 2-week cognitive processing therapy-based intensive treatment program for PTSD. Linear mixed-effects models were used to evaluate the associations between CSE and clinical symptoms over time. CSE and clinical symptoms were assessed at baseline, every other day during treatment, and at posttreatment. In addition, general self-efficacy (GSE) was assessed at baseline and included in the analyses. Results: Participants reported that increases in CSE began early and steadily increased across all domains during treatment. In addition, decreases in PTSD and depression severity also began early and steadily decreased during treatment. Although improvements in CSE predicted decreases in clinical symptoms, changes in CSE did not precede clinical improvement. Baseline GSE was a significant predictor of clinical outcomes, but changes in clinical symptoms during treatment did not differ based on one’s baseline GSE. Conclusions: The present study demonstrated that although changes in CSE do not temporarily precede changes in clinical symptoms, changes in CSE predicted changes in clinical symptoms, suggesting that CSE may serve as an indicator of treatment response.
... Self-Efficacy Scale: The General Self-Efficacy Scale (GSES) developed by Schwarzer and Jerusalem (1995) was adapted into Indonesian by Novrianto et al. (2019). The scale comprises 10 items, rated on a four-point Likert scale (1 = not at all true to 4 = exactly true). ...
Resilience is a crucial element in helping teachers manage various pressures and demands stemming from dual roles as educators and homemakers. This study aims to examine the influence of self-efficacy and religiosity on resilience, as well as to test the moderating role of religiosity in the relationship between self-efficacy and resilience. The study involved 167 female teachers from state madrasahs in Medan City as respondents. Data collection was conducted through a survey using online questionnaires employing three measurement tools: the General Self-Efficacy Scale (GSES), the Short Muslim Belief and Practice Scale (Short-MPBS), and the Connor-Davidson Resilience Scale-25 (CD-RISC-25). Data analysis was carried out using Structural Equation Modeling (SEM). This research offers novel insights into understanding resilience among female madrasah teachers by introducing religiosity as a moderating variable. The findings indicated that: 1) there is a positive relationship between self-efficacy, religiosity, and resilience; 2) religiosity does not moderate the relationship between self-efficacy and resilience. This study reveals that although religiosity serves as spiritual support, the dominance of self-efficacy highlights the importance of tangible actions in overcoming challenges. The study underscores the significance of building self-efficacy and provides new insights into developing support strategies for female madrasah teachers. Field data support the hypotheses.
This paper introduces an artificial intelligence (AI) interactive system featuring a self-growing memory network designed to enhance self-efficacy, reduce loneliness, and maintain social interaction among the elderly. The system dynamically analyzes and processes user-written diaries, generating empathic and personalized responses tailored to each individual. The system architecture includes an experience extraction model, a self-growing memory network that provides a contextual understanding of the user’s daily life, a chat agent, and a feedback loop that adaptively learns the user’s behavioral patterns and emotional states. By drawing on both successful and challenging experiences, the system crafts responses that reinforce the self-efficacy of the user, fostering a sense of accomplishment and engagement. This approach improves the psychological well-being of elderly users and promotes their mental health and overall quality of life through consistent interaction. To validate our proposed method, we developed a diary application to facilitate user interaction and collect diary entries. Over time, the system’s capacity to learn and adapt further refines the user experience, suggesting that AI-driven solutions hold significant potential for mitigating the effects of declining self-efficacy on mental health and social interactions. With the proposed system, we achieve an average system usability scale score of 77.3 (SD = 5.4) and a general self-efficacy scale score of 34.2 (SD = 3.5).
One-to-one coaching interventions have had a demonstrably positive impact on the psychological wellbeing of young people but are beyond the resources of many schools. By contrast, group coaching has received little investigation and may be more feasible and offer similar benefits. This study sought to examine the effectiveness of group coaching to decrease test anxiety and perceived stress and increase self-efficacy amongst male students attending an English secondary school. In a quasi-experimental between-participant design, 32 male students between 16 and 18 years of age were allocated to a group coaching programme (n=16) or a wait-list control group (n=16) based on existing class membership. The six-week group coaching programme was structured around the GROW coaching model and was facilitated by a teacher-researcher trained in coaching psychology techniques. ANCOVA analyses indicate that group coaching had no statistically significant effect on self-efficacy or perceived stress, despite improved post-intervention mean scale scores for both measures. The coaching group experienced a significant increase in test anxiety whereas the control group demonstrated improved post-intervention scores against this measure. Findings did not attest to a significantly positive impact for group coaching. Further research is recommended to determine the potentially detrimental effects of group coaching against certain measures and which wellbeing measures may be enhanced in adolescents as effectively as using traditional one-to-one coaching.
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