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Self-Efficacy: The Exercise of Control
... In patients with COPD, high self-e cacy indicates greater con dence in managing various aspects, such as shortness of breath, fatigue, are-ups, seeking medical help, adhering to treatment plans, engaging in appropriate physical activities, and maintaining lifestyle changes. According to Bandura's (1997) theory of self-e cacy, factors such as enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states in uence self-e cacy (Bandura, 1997). Therapists can enhance selfe cacy by providing education and building strong therapeutic alliances (Tsai & Chen, 2013). ...
... In patients with COPD, high self-e cacy indicates greater con dence in managing various aspects, such as shortness of breath, fatigue, are-ups, seeking medical help, adhering to treatment plans, engaging in appropriate physical activities, and maintaining lifestyle changes. According to Bandura's (1997) theory of self-e cacy, factors such as enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states in uence self-e cacy (Bandura, 1997). Therapists can enhance selfe cacy by providing education and building strong therapeutic alliances (Tsai & Chen, 2013). ...
... Moreover, no signi cant Group × Time interaction effect was found in Borg Scale between walking and recovery for the two groups. (Bandura, 1997), which includes the following components: (1) Enactive mastery experiences: patients learn breathing skills using visual feedback and apply them to their daily lives and physical activities. ...
Objective Heart rate variability biofeedback (HRVB) is a psychological intervention applied to patients with chronic obstructive pulmonary disease (COPD), and improves their autonomic activation and pulmonary function. This study explored the effects of HRVB on self-efficacy, quality of life, depression, anxiety, and heart rate variability (HRV) indices under the Six-Minute Walking Test (6MWT) in patients with COPD. Methods A total of 53 patients with COPD were assigned to either an HRVB group (n = 26) or a control group (n = 27), both received standard medical care. The HRVB group also participated in one hour weekly for six weeks. All participants completed assessments using the COPD Self-Efficacy Scale, St. George's Respiratory Questionnaire, Beck Depression Inventory-II, and Beck Anxiety Inventory pre-test and post-test. The 6MWT was administered to measure HRV during baseline, walking, and recovery stages. Results Significant improvements in self-efficacy and quality of life for the HRVB group, with a significant increase in post-test compared to pre-test and the control group. Additionally, the HRVB group exhibited a significant decrease in HRV reactivity and increased HRV recovery at the post-test compared to the pre-test. Conclusion These findings indicated that HRVB effectively enhances self-efficacy and quality of life in patients with COPD while improving autonomic function. Therefore, HRVB could be a valuable component of pulmonary rehabilitation for patients with COPD.
... There is a potential overlap between academic and learning self-efficacy in our research questions, as both definitions pertain to students' beliefs in their academic abilities. However, academic self-efficacy refers to a student's confidence in managing and completing academic tasks, such as writing papers, passing exams, and understanding course material (Bandura et al., 1999;Zimmerman & Kulikowich, 2016). Learning self-efficacy, on the other hand, encompasses a broader range of skills and strategies related to the learning process, such as time management, effective studying, and utilising learning resources efficiently (Pajares, 1996). ...
... To provide a robust theoretical foundation for our study, we draw on the seminal works of Bandura et al. (1999) and Gecas (1989). Bandura et al. (1999) emphasize that social self-efficacy is vital to overall self-efficacy, affecting various life domains, including education. ...
... To provide a robust theoretical foundation for our study, we draw on the seminal works of Bandura et al. (1999) and Gecas (1989). Bandura et al. (1999) emphasize that social self-efficacy is vital to overall self-efficacy, affecting various life domains, including education. Gecas (1989) elaborates on the social psychology of self-efficacy, highlighting its role in social behaviour and relationships. ...
This article explores the role of self-efficacy in distance education. We argue that self-efficacy in distance education needs to be considered in terms of dimensions different from face-to-face education. Based on our literature review, we highlight three critical dimensions of self-efficacy in distance education: academic, learning, and social. To evaluate our framework, we surveyed students enrolled in six bachelor’s programs at a Distance University of Applied Sciences in Germany to measure the dimensions and evaluate their interrelationships. Our findings reveal that each of the three dimensions of self-efficacy contains unique characteristics. Regarding the academic dimension, we found that writing a thesis is the most challenging task for students regarding self-efficacy. Interestingly, there was a strong correlation between students’ self-efficacy in academic competence and their self-efficacy in problem-solving and confidence in completing their study program. Regarding the learning dimension, we found that self-efficacy in time management is crucial, as it affects all other items in this domain. Although there was no strong correlation in the social dimension, it is worth further exploring the self-efficacy in private support and resilience. A regression analysis indicates that demographic factors influence social self-efficacy, particularly semester and gender, with higher semesters and female students exhibiting lower values. When questioning students on desired support during their study, they expressed a need for subject-related assistance and more opportunities to interact with peers. In conclusion, our framework provides valuable insights into self-efficacy in distance education and emphasises the need to consider the different dimensions contributing to the concept’s complexity.
... Menurut Bandura et al., (1999) bahwa pengalaman menghadapi tantangan atau situasi yang sulit (termasuk konflik kerja) dapat meningkatkan efikasi diri, terutama jika individu tersebut mampu mengatasi atau mengelola konflik dengan baik. Misalnya melalui pengalaman sukses dalam menyelesaikan masalah, individu dapat membangun keyakinan yang lebih kuat terhadap kemampuannya. ...
... Menurut Bandura et al., (1999) individu berhasil mengatasi stres, mereka lebih cenderung merasa lebih kompeten dan percaya diri dalam kemampuan mereka, sehingga meningkatkan efikasi diri. Sebaliknya menurut Zaki (2016) Stres yang berlebihan dapat menyebabkan perasaan cemas, depresi, dan kelelahan emosional, yang semuanya berkontribusi terhadap rendahnya efikasi diri. ...
... Mereka lebih cenderung untuk mengambil risiko dan berani meninggalkan posisi saat ini untuk mengejar peluang yang lebih baik. Menurut Bandura et al., (1999) individu dengan efikasi diri tinggi cenderung memiliki keyakinan yang kuat dan kemampuan untuk mencapai tujuan dan mengatasi rintangan yang dapat mendorong untuk berpindah pekerjaan. ...
This study aims to determine work conflict and work stress moderated by self-efficacy on the intention to leave employees working in banking in North Sulawesi province. The sample consisted of 448 respondents, using SEM-PLS as an analysis tool. The study's findings indicate that work conflict affects work stress and self-efficacy, but does not affect the intention to leave. Work stress affects self-efficacy, but does not affect the intention to leave. Self-efficacy affects the intention to leave, work conflict affects the intention to leave through self-efficacy, and work stress affects the intention to leave through self-efficacy. Together, work conflict and work stress have an effect of 30.2% on self-efficacy. Then, work conflict, work stress, and self-efficacy affect the intention to leave by 45.2%. The results of this study indicate that although employees experience work conflict and work stress, it does not mean that they will leave their jobs. Based on the results of this study, banking management can manage work conflict and work stress well, thereby fostering a more positive work environment and reducing the desire of employees to leave their jobs.
... Participating in VCoPs can help teachers improve their self-efficacy beliefs related to their own teaching (Lantz-Andersson et al., 2018;Kelley et al., 2020). Selfefficacy beliefs are one's beliefs in their own ability to follow through with completing a task in a specific situation (Bandura et al., 1999). Having strong self-efficacy beliefs is important because strong self-efficacy beliefs positively influence a teacher's motivation and persistence to overcome obstacles presented in the classroom, improve their teaching practice, implement new and innovative teaching strategies that improve student achievement, and experience stronger job satisfaction (Bandura, 1986;Allinder, 1994;Schunk, 2001;Tschannen-Moran & Woolfolk Hoy, 2001;Milner & Woolfolk-Hoy, 2002;Beltman et al., 2011;Perkmen & Pamuk, 2011;Aldridge & Fraser, 2016;Tilton & Hartnett, 2016;Dursun, 2019). ...
... Self-efficacy beliefs are one's perceptions of one's own ability to follow through with completing a task in a specific situation (Bandura et al., 1999). These beliefs are future-oriented, meaning that self-efficacy beliefs measure one's confidence to successfully complete a task in the near future (Bandura et al., 1999). ...
... Self-efficacy beliefs are one's perceptions of one's own ability to follow through with completing a task in a specific situation (Bandura et al., 1999). These beliefs are future-oriented, meaning that self-efficacy beliefs measure one's confidence to successfully complete a task in the near future (Bandura et al., 1999). Self-efficacy beliefs are context-specific and thus can change from situation to situation (e.g., a teacher may have stronger self-efficacy beliefs in their ability to successfully teach a lesson using a certain teaching method for one specific class of students but perhaps has weaker self-efficacy beliefs about their ability to teach a lesson using that same teaching method with a different class of students due to differences in student motivation in the two classes) (Bandura, 1997). ...
Teachers who work at small schools often do not have colleagues at their workplace who teach the same content area and therefore cannot benefit from the professional growth that comes with having same-subject colleagues in one’s workplace. The purpose of this study was to see if participating in a teacher Facebook group as a Virtual Community of Practice (VCoP) for a month would improve the teaching self-efficacy beliefs of three middle school teachers who teach in isolation at a Catholic P-8 school. Each middle school teacher joined a different active Facebook group pertaining to the teaching of their content area for a month. This is a case study with a cross-case synthesis. Data from pre-study and post-study self-efficacy surveys and interviews as well as a lesson plan template, teacher contribution sheet, and researcher journal were analyzed. The results of this study indicated that while the teachers who participated in the study did not feel that participating in the Facebook group improved their self-efficacy beliefs related to teaching their content area, they found great value in both the resources/lessons shared among members in their group as well as the support offered from member to member in the group. All three teachers planned to continue being a member of their respective Facebook group after the conclusion of the study.
... So that, it can be said self-efficacy can be a predictor of teacher performance in teaching (Kruse et al., 2021;Menon & Sadler, 2018;Seneviratne et al., 2019) and student learning outcomes (Navarro et al., 2022;Zhou et al., 2020). Bandura et al. (1999) state four primary sources of self-efficacy: mastery experiences, vicarious experiences, social persuasion, and emotional states. In addition to these factors, studies on teaching self-efficacy also show that mastery of knowledge of preservice teachers can increase their self-efficacy (Gray, 2017), both pedagogic knowledge (Navarro et al., 2022) and content knowledge (d'Alessio, 2018;Kinskey, 2018;Zhou et al., 2020). ...
... From the factors by Bandura et al. (1999) and the results of previous researchers related to factors that affect self-efficacy in teaching, we observed several teacher education institutions in Indonesia regarding their attention to self-efficacy development, especially in the physics education study program. As a result, the integration of self-efficacy development through lecture activities is still lacking. ...
... The study's results in Figure 2 show mastery experiences are the most influential factor in teaching self-efficacy. This is consistent with Bandura et al. (1999), who state that mastery experiences are essential to a person's self-efficacy. Pre-service teachers can achieve the success of the teaching experience with a lot of learning, teaching practice, reflection, guidance, and motivation from the lecturers. ...
p>Self-efficacy in teaching is essential for pre-service teachers, and its development needs to be started as soon as possible. This research is descriptive research that aims to recommend policies that can be carried out by universities, faculties, and study programs related to the development of pre-service physics teachers' self-efficacy in teaching. The research participants were 113 pre-service physics teachers in one of the teacher education institutions in Indonesia. The research instrument used was an open-ended question questionnaire totaling eight questions, which explores self-efficacy in three aspects, namely general definitions, influencing factors, and lecture activities that can increase teaching self-efficacy. The answers of pre-service physics teachers are grouped based on the study program's authority, faculty, or university. The results show that self-efficacy in teaching is influenced mainly by 1) the mastery experiences, 2) the mastery of content knowledge, 3) social persuasion, and 4) the mastery of pedagogical knowledge. Based on these results, it is necessary to have a policy by the Universities, Faculties, and Study Programs related to the development of self-efficacy in teaching. Policies needed from universities and faculties are to increase the number and length of teaching practice for pre-service teachers. The policy required from the study program is self-efficacy integration in courses, especially courses related to teaching practice. In addition, the study program also needs to make rules or guidelines for lecturers who teach subjects related to teaching practice courses, to provide feedback and reflection, and strengthen teaching practice activities for pre-service teachers.</p
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Objectives: This study examines how early childhood teachers’ self-compassion influences their play teaching efficacy and seeks to verify the mediating role of positive play beliefs in this relationship. Through this exploration, the study aims to understand how teachers’ self-compassion affects their perception of positive play beliefs and to identify the pathway enhances play teaching efficacy.Methods: The subjects of this study were 208 early childhood teachers employed at childcare centers in Seoul and Gyeonggi-do. For data analysis, we conducted descriptive statistics and correlation analysis using SPSS 23.0. We applied PROCESS macro version 3.4 to verify the mediating effect.Results: First, the self-compassion of early childhood teachers positively affect their play teaching efficacy. Second, positive play beliefs mediated the relationship between self-compassion and play teaching efficacy. These results suggest that enhancing positive play beliefs and play-based teaching efficacy requires, teachers to connect with children through play, fostering their acceptance of others, beginning with self-compassion.Conclusion: The findings demonstrates that teachers who engage in play with children, exhibit self-acceptance and positive emotions, and hold positive beliefs about children’s play, demonstrate higher play teaching efficacy. Notably, positive play beliefs mediate the relationship between self-compassion and play-based teaching efficacy. This suggests a need for continuous opportunities to develop positive play beliefs through pre-service and in-service teacher education programs. Additionally, the data indicate that teachers should not only engage in play frequently with children but also enhance interaction quality by participating actively and joyfully, positioning themselves as healthy, self-accepting play partners.
... Hypotheses Self-efficacy and english learning motivation Self-efficacy, a core concept of Social Cognitive Theory (SCT) is refer to the belief in one's ability to perform tasks necessary to achieve desired outcomes [45]. This construct is pivotal in shaping behavior and motivation, influencing goal setting, effort, and persistence [46]. In educational settings, high self-efficacy fosters a strong drive to learn, as individuals are more likely to tackle challenging tasks and persevere through obstacles. ...
... H4. Cognitive load mediates the relationship between self-efficacy and learning motivation Self-efficacy, or the belief in one's ability to succeed in specific situations, has been shown to positively influence learning motivation. Students with high self-efficacy are more likely to engage in challenging tasks and persist despite difficulties [46]. In the context of extrinsic motivation, which is driven by external rewards such as grades and praise, high self-efficacy can reduce the perceived cognitive demands of a task, thereby lowering cognitive load. ...
Chinese vocational colleges, under global and educational pressures, encounter challenges in IT integration for English teaching, which risks dampening student motivation due to heightened cognitive load. This study addresses the need to elucidate the mediating role of cognitive load in the relationship between self-efficacy and learning motivation among these students. By integrating Social Cognitive Theory(SCT) and Cognitive Load Theory(CLT), the research employs a structural equation model to analyze survey data, revealing that self-efficacy positively impacts deep and achievement motivation and negatively influences cognitive load, which in turn affects learning motivation. These insights underscore the importance of fostering self-efficacy and managing cognitive load to enhance vocational students’ English learning motivation, offering valuable guidance for educational practices and curriculum development in the face of global challenges.
... Moreover, academic scores serve as performance feedback and significantly shape a student's self-perception, motivation, and sense of self-efficacy (Bandura et al., 1999). As ...
... Meanwhile, Albert Bandura's social learning theory (Bandura et al., 1999) underscored modeling and observational learning. Students learn not only from direct teaching but also by observing teachers or peers. ...
Despite the theoretical proposition that needs-supportive teaching practices, guided by self-determination theory (SDT), can positively influence student academic outcomes, research examining the relationship between teachers' self-reported needs-supportive behaviors and objective measures of student performance, such as standardized test scores, is scarce. This study investigated the correlation between teachers' needs-supportive practices, as assessed by the Teacher as Social Context Questionnaire (TASCQ), and their students' academic achievement based on standardized test results. The sample consisted of 31 K-12 teachers from various grade levels in public schools located in Southwest Missouri. Participants completed the TASCQ, which measures needs-supportive teaching in terms of autonomy support, competence support, and relatedness support. The primary outcome measure was the percentage of students in each teacher's classroom who achieved proficiency or higher on standardized tests. Contrary to expectations, the study found no significant correlation between teachers' self-reported needs-supportive teaching practices and the percentage of their students achieving proficiency or higher on standardized tests. Furthermore, the study observed no significant correlations between the individual dimensions of autonomy, competence, and relatedness support and students' test performance. This research contributes to the field of educational psychology by highlighting the complexity of the relationship between teaching practices and student achievement, suggesting that sole reliance on standardized test scores may not fully capture the influence of needs-supportive teaching on student growth and development. Future research should explore alternative indicators of student success and investigate the potential long-term effects of needs-supportive teaching on student motivation, engagement, and well-being.
... According to Albert Bandura's Social Cognitive Theory (SCT) [9], learning happens in a social setting through modelling, imitation, and observation. Social Cognitive Theory (SCT) is a good fit for social media-based health interventions because of its interactive and community-driven features. ...
... Creating supportive online networks was a top priority for both the #EatWellLiveWellsa Instagram campaign and the "You Can Quit" Facebook program. This is consistent with the Social Cognitive Theory, which highlights how social learning and modelling influence behaviour modification [9]. Furthermore, each intervention made use of interactive elements and multimedia content unique to each platform, highlighting the significance of content adaptation for the medium. ...
Social media platforms have become extremely effective instruments for improving behavioural health interventions because they provide unprecedented reach and engagement possibilities. This review examines the role of social media in promoting positive health behaviours using a case study approach. Three interventions are examined: a YouTube channel that promotes physical activity, an Instagram campaign that encourages healthy eating, and a Facebook-based smoking cessation program. This research looks at the engagement tactics, implementation strategies, and the results of these interventions. The results show that effective social media-based interventions leverage platform-specific features, encourage community support, and blend user-generated information with expert knowledge. However, there are still challenges such as the dissemination of false information, privacy issues, and maintaining long-term engagement. The integration of social media into behavioural health strategies presents ethical considerations specifically regarding data privacy and the potential escalation of health disparities. Even though social media interventions show the possibilities of enhancing conventional methods, they cannot completely replace in-person treatment. Therefore, the review highlights the need for longitudinal studies to assess the long-term effectiveness of these interventions and calls for the development of robust evaluation methodologies tailored to the dynamic nature of each social media platform. As this field develops, a well-rounded strategy that addresses the drawbacks of social media while maximising its promise is essential for successful public health promotion in this digital era.
... Moreover, the consistent engagement in task-oriented behaviors significantly contributes to the development of self-efficacy. Self-efficacy refers to the belief in one's ability to perform specific tasks, and it is built through mastery experiences, vicarious learning, and feedback [28][29][30]. The ability of women studying STEM subjects to effectively execute taskoriented behaviors plays a vital role in strengthening their belief in their own abilities and expertise, enabling them to overcome the challenges they encounter during their academic and professional journeys. ...
... The findings suggest that task-oriented behaviors foster leadership emergence by enhancing self-efficacy, especially as students progress through their academic programs. Building upon Bandura's self-efficacy theory [28], This study demonstrates how task-oriented actions contribute to leadership development in a gendered, technical context. The strong connection between task-oriented behaviors and self-efficacy highlights the importance of active participation in leadership development for women in STEM fields. ...
This study explores the relationship between task-oriented behaviors, self-efficacy, and leadership emergence in women STEM students, grounded in the context of prototypical leadership theory and self-efficacy theory. Prototypical leadership theory emphasizes the alignment of leadership behaviors with group expectations, which, in STEM fields, are often task-oriented. The research examines how task-oriented behaviors, such as planning, decision-making, and supervision, influence women’s self-perception of leadership ability and their subsequent emergence as leaders. Our results show a positive relationship between task-oriented behaviors and self-efficacy and a positive relationship between self-efficacy with leader emergence, with academic experience further ngthening this link. As students’ progress through their programs, engaging in more teamwork and leadership tasks, their self-efficacy enhances, leading to stronger leadership emergence. Also, we found an indirect effect from task-oriented behavior to leader emergence via self-efficacy. These findings have significant implications for fostering leadership in women, particularly in STEM. The study calls for educational programs to enhance opportunities for women to develop these behaviors early on, ensuring their growth into leadership roles in STEM fields.
... Studies showed that students' academic self-efficacy is an essential variable in predicting students' academic performance. 55 According to social cognitive theory, 46 self-efficacy results from measuring and evaluating one's abilities, which determines people's behavioral choices and outcomes. 56 As a result, students with high academic self-efficacy tend to have higher levels of confidence in their academic performance, put more effort into their studies, and are more likely to do well in academic performance. ...
... In the meantime, academic self-efficacy was significantly positively related to academic satisfaction, which confirms the findings of earlier research 29,66 and research hypothesis H5. Academic self-efficacy, as conceptualized by Social Cognitive Theory (SCT), 46 plays a pivotal role in enhancing performance by motivating students to adopt effective learning strategies and maintain persistence through challenges. In turn, it reinforces their self-belief through a series of successful academic experiences, creating a virtuous cycle of self-efficacy and accomplishment. ...
Purpose
To identify the relationship between academic procrastination, performance, self-efficacy, and satisfaction, we investigate the mediational role of academic self-efficacy between academic procrastination and satisfaction, and between academic performance and satisfaction, respectively, among undergraduate students of local technology universities in China.
Methods
A cross-sectional study was conducted involving 388 undergraduate students from 22 local technology universities in Hubei, China. Data was collected through an online questionnaire measuring academic procrastination, performance, self-efficacy, and satisfaction. Descriptive statistics and Pearson correlation coefficients were used to analyze the relationship between variables. Structural equation modeling analysis and the bootstrap method were employed to examine the mediating effect of academic self-efficacy on the relationship between academic procrastination, academic performance, and academic satisfaction, respectively.
Results
(a) Academic procrastination was widespread, with 47.6% of respondents exhibiting high levels and 30.2% showing moderate tendencies. (b) Academic procrastination exhibited a negative and statistically significant relationship with academic self-efficacy and satisfaction, respectively. Conversely, academic performance was positively and statistically significantly associated with self-efficacy and satisfaction. Furthermore, academic self-efficacy displayed a positive and statistically significant correlation with academic satisfaction. (c) Academic self-efficacy mediated the relationship between academic procrastination and satisfaction as well as between academic performance and satisfaction.
Conclusion
This study highlights the mechanism of academic satisfaction of undergraduate students, with a particular emphasis on the mediating role of academic self-efficacy, especially verifying its mediating role between academic performance and satisfaction. The findings hold significant implications for policymakers, university administrators, educators, and undergraduate students, offering insights for enhancing academic satisfaction in undergraduate learning and contributing to expanding the mechanistic understanding of academic satisfaction.
... This is a problem that is quite worrying for the higher-ups official at BBPD because facilitators play an important role in the learning process. Self-distrust in the work environment brings the application of self-efficacy popularized by Bandura (Bandura et al., 1999), and is important to be overcome by facilitators in order to be better at conducting training. Self-efficacy, which has the main elements, namely: (1) Magnitude), (2) Generality, (3) Strength, and (4) Magnitude (Flammer, 2018), is expected to help to explore problems that occur within the facilitators (according to the initial survey) in carrying out training. ...
Training for adults requires different ways and techniques in the application of special techniques that involve learning facilitators. An effective facilitator must have knowledge and competence about the content they teach, as well as skills to control the group. This leads to the need that the facilitator needs personal qualities that not only reflect the professionalism and character of the facilitator but also be able to overcome problems that occur in adult learning. This also happened at the Balai Besar Pemerintahan Desa Kementerian Dalam Negeri (BBPD) in Indonesia, which has the task and responsibility of conducting learning and training for village officials throughout Indonesia. Officials who are generally adult learners and have busy schedules need a reliable facilitator in the learning process. One of the things is to apply heutagogy as an alternative solution to maintain the facilitator's ability in adult learning. The application of heutagogy is expected to make the learning process lead to a sustainable system because they can return to their hometown with the expected application of knowledge. Based on the results of the preliminary analysis from the initial survey include the need for correct self-efficacy and the existence of a well-considered working environment also self-actualization in order to work more optimally in the learning process of adult learning using heutagogy. However, this needs to be proven empirically by quantitative research in more depth in the scope of BBPD so that the research result can state the validity of these three variable factors to the adult learning process carried out by BBPD. This research is explanatory research, which is research that seeks to explain the causal relationship that occurs between research variables and test hypotheses that have been formulated with quantitative research methods. The result shows that self-efficacy has the most significant factor among other aspects.
... Numerous behavioral change theories (eg, the social cognitive theory) and empirical studies highlight the cognitive factor of self-efficacy as one of the strongest predictors of health behaviors [33][34][35][36]. Self-efficacy refers to an individual's belief in his or her capacity to perform a behavior [37]; it is an important factor of service use [38]. Accordingly, it was assumed that self-efficacy in professional help-seeking would be positively associated with BI-PHSIGD. ...
Background
Internet gaming disorder (IGD) is a global public health concern for adolescents due to its potential severe negative consequences. Professional help-seeking is important for early screening, diagnosis, and treatment of IGD. However, research on the factors associated with professional help-seeking for IGD as well as relevant mediation mechanisms among adolescents is limited.
Objective
Based on the stress coping theory, the conservation of resource theory, and behavioral change theories, this study investigated the prevalence and factors influencing the behavioral intention of professional help-seeking for internet gaming disorder (BI-PHSIGD). The research also explored the underlying mechanisms, including psychosocial resources like resilience and social support, perceived resource loss due to reduced gaming time, and self-efficacy, in professional help-seeking among adolescent internet gamers.
Methods
A cross-sectional survey was conducted among secondary school students who were internet gamers in 2 Chinese cities from October 2019 to January 2020. Data from the full sample (N=1526) and a subsample of 256 IGD cases (according to the 9-item DSM-5 [ Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition ] IGD Checklist) were analyzed. Multivariate logistic regression analysis was conducted to examine the factors of BI-PHSIGD, while structural equation modeling was performed to test the proposed mediation mechanisms.
Results
The prevalence of BI-PHSIGD was 54.3% (829/1526) in the full sample and 40.6% (104/256) in the IGD subsample (vs 708/1239, 57.1% among non-IGD cases). In the full sample, psychosocial resources of resilience (adjusted odds ratio [aOR] 1.03, 95% CI 1.02-1.05) and social support (aOR 1.03, 95% CI 1.02-1.04) as well as self-efficacy in professional help-seeking (aOR 1.64, 95% CI 1.49-1.81) were positively associated with BI-PHSIGD, while perceived resource loss due to reduced gaming time was negatively associated with BI-PHSIGD (aOR 0.97, 95% CI 0.96-0.98); the positive association between psychosocial resources and BI-PHSIGD was fully mediated via 2 single-mediator indirect paths (via self-efficacy in professional help-seeking alone: effect size=53.4%; indirect effect/total effect=0.10/0.19 and via perceived resource loss due to reduced gaming time alone: effect size=17.8%; indirect effect/total effect=0.03/0.19) and one 2-mediator serial indirect path (first via perceived resource loss due to reduced gaming time then via self-efficacy in professional help-seeking: effect size=4.7%; indirect effect/total effect=0.009/0.19). In the IGD subgroup, a full mediation via self-efficacy in professional help-seeking alone but not the other 2 indirect paths was statistically significant.
Conclusions
Many adolescent internet gamers, especially those with IGD, were unwilling to seek professional help; as a result, early treatment is often difficult to achieve. To increase BI-PHSIGD, enhancing psychosocial resources such as resilience and social support, perceived resource loss due to reduced gaming time, and self-efficacy in professional help-seeking may be effective. Future longitudinal and intervention studies are needed to confirm and extend the findings.
... When drafted ideas are treated as valuable, and then workshopped to build on those strengths in order to revise them, it is possible that students will be less likely to avoid taking intellectual risks and not as likely to avoid participating to save face (lower performance avoidance goals) [8]. Additionally, honoring the strengths in students' draft thinking can support students with seeing themselves as mathematically competent, which can potentially increase their self-efficacy [9]. When students have opportunities to revise their thinking regularly in mathematics classrooms, students may be able to develop a growth mindset [10] such that they recognize that their efforts to persevere can lead to greater learning. ...
This paper presents exploratory findings suggesting that mathematics teachers can implement Rough Draft Math (RDM) by making small, incremental changes that align with their current practices and local contexts, including curriculum materials, with minimal support. Following a conference presentation and/or reading a book about pedagogy, teachers reported shifts in their thinking that facilitated their interest in enacting RDM and small changes they made to their teaching. The flexibility of RDM, as a general concept rather than a set of prescribed practices, allowed teachers to incorporate RDM to meet their own teaching goals. We propose that this adaptability enables teachers to incorporate RDM into their classrooms incrementally, reflecting their existing objectives for their students.
... Self-efficacy pertains to the individual's task-specific confidence, representing their perception of their own capabilities to achieve desired high-performance outcomes (Bandura et al., 1997). Entrepreneurial efficacy reflects the perception of their own entrepreneurial ability (Mcgee et al., 2010). ...
Drawing upon social cognition theory and social support theory, this study investigates the impact of social support on entrepreneurial well-being. Using a valid sample of 228 entrepreneur respondents who are supported by Youth Business China (YBC), this study provides compelling evidence regarding the following key findings: Firstly, family support has a significantly positive impact on entrepreneurs’ entrepreneurial well-being. Partner support significantly and positively affects entrepreneurs’ subjective well-being, although it does not significantly impact objective well-being. The positive impact of social support from institutions on entrepreneurial well-being is not significant. Secondly, partner support and institutional support have significant positive impacts on entrepreneurial passion. However, family support does not exhibit a significant positive effect on positive emotions. Instead, it significantly contributes to entrepreneurial identity. Thirdly, entrepreneurial passion demonstrates a significantly positive impact on entrepreneurial well-being. Fourthly, entrepreneurship passion plays a mediating role between social support and entrepreneurial well-being. Finally, entrepreneurial efficacy positively moderates the relationship between social support and entrepreneurial passion. The study culminates with practical implications for entrepreneurs and policymakers in entrepreneurial practices.
... Another important concept the study examines is self-efficacy, or confidence in one's abilities to carry out the behaviors needed to reach a desired outcome [22,23]. ...
Although most American eat at a fast-food restaurant 1 to 3 times a week, they would realize that fast food consumption is highly associated with chronic diseases and generates negative impacts on their health. As fast-food consumers become more health-conscious, fast-food brands strive to build a more health-oriented image on their fast-food products. Thus, this study proposes a conceptual model that aims to examine direct and indirect impacts of consumers’ BMI, self-efficacy, perceived brand trust, and brand commitment on their fast-food consumption. An online survey using Amazon Mechanical Turk is conducted with a total of 484 female and 380 male participants included in the final analysis. Results show that the mediating effects of self-efficacy, brand trust in, and brand commitment with the fast-food product with nutrition facts are significantly generated on consumers’ fast-food consumption. Moreover, indirect effects are found on consumers’ fast-food consumption via the nexus of their self-efficacy, brand trust, and brand commitment. The study also offers practical insights into the impact of health-conscious consumers’ brand perceptions on their fast-food consumption.
... In addition, the findings regarding the influence of study location on the relationship between self-efficacy and mathematical creativity are in line with research that emphasizes the role of culture and social context in influencing self-efficacy and creativity [83]. Moreover, the culture and values embraced in a country can affect students' perception of self-efficacy and creative behavior [84][85][86]. However, it should be noted that although the measurement method and study location showed a significant influence on the interaction between self-efficacy and mathematical creativity, the significant residual heterogeneity of this meta-regression Q (32) = 1325.47; ...
This study is a meta-analysis to examine the relationship between self-efficacy and mathematical creativity. This meta-analysis included 21 studies with a total sample size of 11,621 participants and 33 effect sizes across the studies. Data analysis using a random effects model using the “meta” package (version 7.0-0) in R software version 4.3.0. The results showed a positive and significant relationship between self-efficacy and mathematical creativity (z=3.51;95% CI [0.09, 0.32], p<0.001). The influence of self-efficacy on mathematical creativity is included in the low category (re=0.21). These findings had no publication bias issues with Egger’s test (t=−0.03; p=0.978) and were stable against the impact of unpublished studies (Fail−safe N=5101; p<0.001). Meta-regression revealed two variables that showed significant results: measurement method (Q=11.17;df=2; p=0.0038) and study location (Q=372.41, df=9; p<0.0001). This study provides valuable information about the relationship between self-efficacy and mathematical creativity, but more research is needed to develop effective and efficient learning strategies.
... Efikasi diri yang merupakan komponen krusial dalam perawatan DMT2, merujuk pada keyakinan individu terhadap kemampuannya dalam mengelola kondisi kesehatan, yang sangat memengaruhi keberhasilan perawatan yang dilakukan (Bandura et al., 1999). Paulsamy et al. (2021) menekankan bahwa efikasi diri dapat meningkatkan perilaku manajemen diri dan memperkuat keyakinan penderita diabetes dalam kemampuannya untuk mengelola penyakit. ...
Diabetes Melitus Tipe II (DMT2) merupakan masalah kesehatan global dengan prevalensi yang terus meningkat, mencapai 171 juta penderita pada 2021 dan diperkirakan menjadi 366 juta pada 2030. Komplikasi serius dari penyakit ini dapat menyebabkan angka kematian yang tinggi, sehingga pengelolaan mandiri menjadi krusial. Profil demografi seperti usia, jenis kelamin, tingkat pendidikan, pekerjaan, serta pendapatan memainkan peran dalam efikasi diri, yang berdampak pada keberhasilan pengelolaan penyakit. Oleh karena itu, penelitian ini bertujuan untuk menguji perbedaan antara profil demografi dengan efikasi diri pada penderita DMT2. Desain deskriptif komparasi dan cross-sectional diterapkan pada 60 sampel di salah satu puskesmas, Minahasa Utara yang diseleksi menggunakan teknik convenience sampling. The Diabetes Mellitus Management Self-Efficacy Scale (DMSES) digunakan untuk mengukur efikasi diri sedangkan profil demografi diukur dengan checklist. Uji Independent T-Test, One-way ANOVA dan Pearson Correlation digunakan sebagai uji bivariat. Mayoritas responden memiliki efikasi diri yang baik (83,3%), namun tidak ditemukan perbedaan yang signifikan antara profil demografi (usia, jenis kelamin, pendidikan, pekerjaan, dan pendapatan) dengan efikasi diri pada penderita DMT2 (p>0,05). Meskipun tidak ada perbedaan signifikan dalam aspek demografi penderita DMT2, hampir semua responden menunjukkan efikasi diri yang baik, mencerminkan kesadaran dan manajemen aktif dalam pengelolaan penyakit mereka Type II Diabetes (T2D) represents a burgeoning global health concern, with its prevalence escalating from 171 million cases in 2021 to a projected 366 million by 2030. The potentially lethal complications associated with this disease underscore the critical importance of effective self-management strategies. Demographic factor including age, gender, educational attainment, occupation, and income, play pivotal roles in shaping patients' self-efficacy, which in turn significantly influences disease management outcomes. This study aims to explore the potential disparities in self-efficacy among T2D patients across various demographic profiles. A descriptive comparative and cross-sectional design was employed, involving a sample of 60 participants from a community health center in North Minahasa, selected through convenience sampling. The Diabetes Mellitus Management Self-Efficacy Scale (DMSES) was utilized to assess self-efficacy, while demographic profiles were measured using a checklist. Independent T-Test, One-way ANOVA, and Pearson Correlation were applied as bivariate tests. The majority of respondents demonstrated good self-efficacy (83.3%); however, no significant differences were found between demographic profiles (age, gender, education, occupation, and income) and self-efficacy in individuals with T2D (p > 0.05). While no significant demographic differences were observed among T2D patients, nearly all respondents exhibited good self-efficacy, reflecting an active awareness and management of their condition.
... They are also known to be closely related to social experiences [31][32][33]. Collective efficacy is defined as the shared belief of group members about the group's ability to complete a specific task successfully or achieve a specific level of achievement; it is grounded in social cognitive theory [34,35]. Collective efficacy is closely linked to students' social experience, as it can enhance social adaptability through augmented social support from family, friends, and teachers [36][37][38]. ...
Background: Immersive virtual reality (IVR) serves as a promising tool to provide adolescents with enriched social experience due to its high-fidelity simulations and multimodal interaction. This study aims to design and develop a multi-user IVR collaborative game utilizing simultaneous localization and mapping (SLAM)-based inside-out tracking technique to foster social experience among students. Also, this study explored the mechanism by which technology acceptance affected social experience in the IVR collaboration game, focusing on the mediating effects of presence, collective efficacy, and group effectiveness, as well as the moderating effect of social–emotional competence (SEC). Methods: A total of 104 seventh graders from a middle school in Central China participated in this study and completed the questionnaire. Finally, 87 valid questionnaire responses were retrieved. Results: The results revealed that technology acceptance both directly and indirectly influenced social experience. The mediation analysis revealed a key pathway influencing social experience: technology acceptance → presence → collective efficacy → group effectiveness → social experience. However, no moderating effect of SEC was found in the relationship between technology acceptance and social experience, group effectiveness, and social experience. Conclusions: Based on these results, more appropriate IVR interventions could be developed for social–emotional learning among children and adolescents.
... Past behavior is likely positively related to self-efficacy because information regarding how one behaved in the past can be used to judge one's ability to perform the same behavior in the future (Ackerman et al., 1995). When approaching a novel or complex task, people reflect on their past performance to determine their level of self-efficacy (Bandura, 1991;Bandura et al., 1999). Moreover, the feedback on past performance is also used to assess goal-performance discrepancies in that a lower discrepancy suggests greater self-efficacy and higher likelihood of future goal attainment (Carver & Scheier, 2000). ...
Although persuasive messages are designed to motivate individuals to engage in intended behaviors, they do not always work. Often, people follow previously established values and ideologies and dismiss persuasive messages. We examine how participants react to a persuasive message related to plastic pollution and how these reactions shape their willingness to recycle and reuse. Results indicate that environmental values and political ideology are associated with message derogation in distinct ways, which, in turn, affect risk perception, self‐efficacy, and intention to recycle and reuse. Further, past behavior moderates the relationship between message derogation and perceived risk, but not the relationship between message derogation and self‐efficacy. These results suggest that pre‐existing values and ideologies play an important role in message derogation, a hitherto under‐researched phenomenon that has key implications for self‐reported behavioral change. Moreover, past behavior could serve as a powerful lever in steering risk perception and behavioral intent.
... De acuerdo con la teoría del aprendizaje social de Bandura, parte de la información social y relacional que recoge el estudiante durante el proceso formativo se transforma en: a) creencias sobre sus capacidades, orientadas a la ejecución de acciones efectivas para facilitar el proceso de aprendizaje, y b) creencias sobre las condiciones cognitivas y personales con que se cuenta para afrontarlas. De esta manera, los mensajes sociales que recibe de las personas significativas en su entorno son condensadas en el sentido de AEA, lo que implica un elemento interpersonal relevante en su formación y desarrollo (Bandura et al., 1999). ...
Este estudio descriptivo, transversal y no experimental, investigó la relación entre apoyo y recursos sociales, experiencia escolar subjetiva, autoeficacia académica y compromiso con la clase, utilizando un enfoque integrativo cognitivo y socioemocional. Participaron 1486 estudiantes chilenos de 7o a 12o grado (53.6 % mujeres), con una edad promedio de 14.9 años, de dos establecimientos privados con aportes estatales. Los estudiantes respondieron encuestas de autorreporte tipo Likert. El modelamiento de ecuaciones estructurales demostró que la experiencia escolar subjetiva es el principal factor que contribuye alcompromiso con la clase, seguida de la autoeficacia académica y del apoyo y los recursos sociales. Los resultados destacan la importancia de la experiencia e interacción interpersonal en el compromiso con la clase, ofreciendo una perspectiva integrada del compromiso como proceso social y emocionalmente contextualizado. El artículo propone una visión formativa y pedagógica que promueva prácticas de aula y experiencias socioemocionales para fortalecer el compromiso con la clase y el aprendizaje. Las principales limitaciones del estudio son la cobertura territorial de la muestra, lo que implica una menor diversidad cultural. Futuros estudios deberían analizar la calidad de las relaciones interpersonales en la escuela como una variable de funcionamiento cognitivo y socioemocional relacionada con el compromiso con la clase.
... Individuals with high self-efficacy consciously opt for student-centered instructional methods, select demanding tasks, demonstrate a strong commitment to achieving their goals, allocate more time and effort to accomplish their objectives [37], and persevere in their endeavors even in the face of failure to meet their personal or organizational goals [38,39]. Individuals with low self-efficacy often stop pursuing opportunities and limit their options due to a lack of confidence in their talents [40]. Consequently, it is presumed that instructors with high levels of self-efficacy will demonstrate increased commitment to their organization and profession. ...
Over the past decade, there has been an intensified emphasis on STEM education to correspond with the goals of twenty-first century education. Educators play a vital role in executing a cohesive approach to interdisciplinary teaching and learning; hence, considerable focus has been directed towards the elements influencing teachers’ attitudes. The study aimed to provide empirical evidence illustrating the significant influence of teachers’ readiness on predicting attitudes. This was achieved by developing a conceptual model that explores the factors affecting individuals’ attitudes towards teaching STEM courses. The emphasis was put on self-efficacy, commitment, cognitive readiness, emotional readiness, and teaching attitudes. A total of 494 Greek primary and secondary education teachers participated electronically in the survey, answering according to the TRi_STEM and TASET scales. The validity of the conceptual model was evaluated using a structural equation model (SEM). The results demonstrated a positive association among all six factors. More notably, general attitudes towards teaching impact positively, either directly or indirectly, the four readiness variables and, finally, teachers’ attitudes towards STEM education. The current study contributes to the existing body of the literature by identifying and analyzing critical attributes that substantially impact teachers’ attitudes towards teaching STEM courses.
... This belief, encapsulated in the phrase "I believe I can", stems from an individual's perception of their own skills [40]. Based on this concept, individuals adjust their expectations and beliefs, which subsequently influence their behaviors [41]. Research across various fields has demonstrated a strong correlation between self-efficacy and behavioral intentions [42,43]. ...
Global environmental challenges threaten both sustainable societal development and daily human life. As these issues intensify, promoting pro-environmental behaviors has become a key research priority. While reward strategies have been proven effective in encouraging such behaviors, most research has focused on the content of rewards, leaving the method of reward delivery underexplored. This study investigates the effects of an unlocking reward strategy on pro-environmental behavior, grounded in the Goal-Setting Theory, while also exploring the psychological mechanisms and boundary conditions that influence these effects. Three studies were conducted to test the hypotheses. Study 1 demonstrated that the unlocking reward strategy (compared to direct rewards) significantly increased pro-environmental behaviors. Study 2 showed that self-efficacy mediates this effect, as the unlocking reward strategy enhances self-efficacy, which in turn promotes pro-environmental behaviors. Study 3 revealed that commitment serves as a crucial moderator, amplifying the positive impact of the unlocking reward strategy. This research not only broadens the scope of reward strategy literature but also elucidates key drivers of pro-environmental behavior, offering practical insights for marketers, policymakers, and organizations aiming to foster sustainable practices.
... Furthermore, empowerment is about employees' belief in their role and linkage with the organization rather than power distance that limits superiors to subordinates or delegating tasks [96]. Employees' confidence in performing tasks will influence their success [97]. Employees will demonstrate innovative behavior through PE. ...
Small and medium enterprises (SMEs) significantly contribute to society’s growth and welfare. Nevertheless, SMEs often experience challenges, i.e., high levels of competition and market demands. To maintain SMEs’ existence, a competitive advantage is demanded by increasing innovative work behavior. This study explores and evaluates the relationship between transformational leadership and innovative work behavior and examines the mediating role of knowledge sharing and psychological empowerment on the relationship between transformational leadership and innovative work behavior. This study uses a quantitative approach, where data were gathered from a questionnaire distributed to 190 employees of export SMEs and were further examined using Smart PLS 3.2.9. The findings demonstrate that transformational leadership does not influence innovative work behavior but significantly and positively influences psychological empowerment and knowledge sharing. Psychological empowerment and knowledge sharing significantly and positively influence innovative work behavior. Subsequently, psychological empowerment and knowledge sharing partially mediate the linkage between transformational leadership and innovative work behavior.
... [7] Self-management skills are closely linked to self-efficacy, which covers the patients' beliefs in their capabilities to manage specific problems. [8] There are several studies of interventions developed to facilitate patients' self-management in chronic diseases such as asthma, chronic heart disease, and diabetes. These studies have shown beneficial effects on patient knowledge, disease symptoms and/or burdens, self-efficacy, and quality of life. ...
Background
Self-management in chronic diseases like cirrhosis involves patients providing the necessary knowledge, skills, and confidence to enhance self-efficacy. This scoping review aims to describe the literature on self-management interventions in patients with cirrhosis to create an overview and identify key concepts and gaps in the existing literature.
Methods
Four databases (CINAHL, Embase, Medline, and Scopus) were searched from November 2022 to September 2024. The review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews. Studies published from 2000 onward, including patients with cirrhosis of different etiology and severity, focusing on self-management and/or self-efficacy, and performed in a health care setting, were considered.
Results
The search produced 1012 articles, of which 16 were included in the review. These represented studies from 7 countries and a sample of 1.276 patients. The studies differed in study design, sample size, delivery format, self-management interventions designed by the authors, and evaluation. However, all studies described some form of improvement in patient-related and clinical outcomes after the intervention, mainly improved patient knowledge and quality of life.
Conclusions
Self-management interventions for patients with cirrhosis improved patient-related outcomes. However, more comprehensive and standardized interventions tailored to patients’ needs are needed. These self-management interventions should focus on increasing confidence and self-efficacy and address the different skills required by patients to manage their disease.
... Bandura believed that four principal sources of information (enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states) were factors influencing an individual's self-efficacy [26] and proposed a mechanism of self-efficacy regulation and control, arguing that human behaviors were influenced by the behavioral outcomes as well as one's cognition-based expectations for his/her behavioral abilities and outcomes [27]. The post-80 s and post-90 s were born in the context of the one-child policy but have to decide the number of children in the context of the multichild policy. ...
Fertility punishment is a powerful interpretation of the low birth rate in contemporary China, but it is not consistent with the fact that the proportion of second children has been increasing year by year for some time. From the perspective of Bandura’s “Self-efficacy”, based on the post-80 s and post-90 s youth samples in the Psychology and Behavior Investigation of Chinese Residents 2021, this paper explores the quantitative relationship between the number of children and individual self-efficacy. The data indicates that: (1) Fertility is closely linked to self-efficacy, with young people who have two children exhibiting higher self-efficacy; (2) The quantitative relationship between the number of children and self-efficacy varies based on parental roles—men/fathers show almost no change in self-efficacy when moving from having no children to one child, but demonstrate a significant increase in self-efficacy when they have two children. In contrast, women/mothers experience the lowest self-efficacy when having one child, which only shows a significant improvement when they have two children. These findings provide a new perspective for theoretically explaining the current fertility situation and expand the application of self-efficacy. In terms of policy efforts, it is necessary to provide support for women’s one-child fertility, and to increase the publicity of the view of more children and more efficacy to resist the potential energy of low fertility that arises from the view of more children and more burdens.
... Selfesteem is closely linked to self-efficacy, the belief in one's ability to execute tasks and reach goals. Bandura highlighted that self-efficacy influences decision-making, goal setting, exertion of effort, perseverance through challenges, and stress management strategies (52). Individuals harboring diminished self-efficacy are predisposed to doubt their capacity to avoid temptations and sustain sobriety, thereby increasing susceptibility to relapse. ...
Objective
Substance use disorders (SUDs) pose a significant challenge to public health systems worldwide, with persistent high relapse rates underscoring the urgency for innovative intervention strategies. This study embarked on a systematic exploration of the factors influencing relapse among individuals with SUDs, alongside the implementation of targeted Health Qigong intervention to mitigate these effects based on the embodied cognition.
Methods
In the cross-sectional survey, a total of 398 male substance users were recruited to complete the questionnaires assessing depression, self-esteem, resilience, and relapse inclination. Subsequently, 60 participants diagnosed with depression were selected for a Pilot RCT, randomly divided into an intervention group, which underwent a 12-week Health Qigong program designed to combat depression through embodied cognition principles, and a control group, which maintained their daily routines.
Results
Structural equation modeling demonstrated that depression not only had a direct effect on substance users’ relapse, but also exerted an indirect effect through three paths: firstly, via the mediating role of self-esteem; secondly, via the mediating role of resilience; and thirdly, via the chain-mediated role of self-esteem and resilience. Two-factor mixed-design ANOVA showed that the 12-week targeted Health Qigong training not only mitigated depression in individuals with SUDs, but also enhanced self-esteem and mental resilience, and reducing the propensity for relapse.
Conclusion
This research identifies critical factors influencing relapse in individuals with SUDs and introduces a novel, non-pharmacological intervention that significantly diminishes relapse rates and enhances recovery outcomes. It highlights the importance of physical activity in promoting mental health improvement and integrates traditional Chinese exercises with contemporary psychological insights, offering a comprehensive approach to drug rehabilitation and the integration of cultural practices in holistic health interventions.
... Furthermore, shortfalls in fundamental object control skills are readily visible and can cause pupils with ASDs to withdraw from these activities out of fear of embarrassment and ridicule [14]. Bandura recommends that tasks which are: specific, realistic, and achievable, are most effective; increasing self-efficacy [61]. Therefore, adaptive ball types that support basic object control proficiency should in turn strengthen one's self beliefs increasing: motivation, enjoyment and the likelihood of lifelong participation in health promoting behaviours. ...
Previous studies in the area of motor impairments in children with autism spectrum disorders (ASDs) have warranted an urgent need to review interventions that support fundamental movement skills (FMS). This paper intends to investigate the effectiveness of adaptive ball types used within Physical Education (PE) on the object control proficiency (a subgroup of FMS), in children with ASDs. Following pilot work, 12 children (aged 14.70 ± 2.70) performed four object control tasks (throwing, catching, kicking and soccer style dribbling), using three different ball types (the Developmental Ball, an underweight ball and a control ball). A repeated measures ANOVA was run to statically analyse performance scores. The ANOVA indicated that the type of ball used (f(2,22) 22.798, p<0.001), activity undertaken (f(3,33)= 12.377, p<0.01) and the interaction between the two (f(6,66)=-70.163, p<0.01) ultimately, had a significant effect on motor proficiency. Moreover, the Developmental Ball proved to be consistently beneficial across the object control skills, with post hoc t-tests showing strong significance against the underweight ball in kicking (t(11)=-3,031, p<0. 033) and soccer style dribbling (t(11)=-8.603, p<0.016). This paper concludes Skogstad’s creation to be an invaluable blueprint for the development of fundamental object control skills, in children with ASDs.
Purpose
This study aims to explore the influence of green participative leadership on hotel employees’ pro-environmental behavior. Additionally, we seek to analyze the mediating role of green self-efficacy in this relationship while examining how environmental awareness moderates the connection between green participative leadership and green self-efficacy.
Design/methodology/approach
In this study, we distributed questionnaires to 546 employees working in the Chinese hotel industry. We used partial least squares structural equation modeling (PLS-SEM) to analyze the data and test the hypothesized relationships in our model.
Findings
The present study shows that green participative leadership positively influences employees’ pro-environmental behavior, with this relationship being partially mediated by green self-efficacy. Furthermore, environmental awareness significantly moderates the connection between green participative leadership and green self-efficacy.
Practical implications
The findings of this study offer valuable insights for hotel industry managers and policymakers in developing effective strategies for fostering a sustainable work environment. By embracing green participative leadership, hotels can inspire and engage employees to adopt environmentally friendly practices, ultimately contributing to the hotel’s overall sustainability.
Originality/value
This research expands the existing literature by proposing an integrative model that connects green participative leadership, green self-efficacy, environmental awareness and pro-environmental behavior. As a pioneering study within the Chinese hotel industry, it offers unique contextual insights that can help advance environmental sustainability in this sector.
Gesundheit als basale Voraussetzung für die Realisierung der eigenen Lebensentwürfe hat in der Gesellschaft einen hohen Stellenwert. Im Zuge der Enttraditionalisierung von Lebensformen und dem damit einhergehenden potenziellen Freiheitsgewinn des Einzelnen, wird Gesundheit immer mehr zur Fähigkeit zur Selbstsorge. Angebote aus Handlungsfeldern der Gesundheit und Lebenshilfe stellen dagegen meist unter der Ausübung sozialer Kontrolle neue Standardisierungen dar. Auch die Medien leisten dazu ihren Beitrag, indem sie Modelle einer gesunden Lebensweise liefern. Unter dem Aspekt der Gesundheitsförderung ist die salutogenetische Perspektive zu präferieren, die im Gegensatz zur Pathogenese, die Fähigkeit, gesund zu leben und damit die Stärkung von Ressourcen in den Mittelpunkt stellt.
Theorized mechanisms linking views on aging, self-regulation, and well-being have not previously been examined longitudinally. This study considers goal re-engagement as a potential mediator of longitudinal relationships between awareness of age-related change (AARC) and vitality. We expected that more positive perceptions of aging (i.e., higher AARC-gains and lower AARC-losses) at Time 1 (T1) would be associated with increases in goal re-engagement and, in turn, increases in vitality. We also examined possible moderating effects of age on associations of AARC with goal re-engagement and vitality. A sample of 408 middle-aged and older adults (60 years and over) completed three online assessments capturing AARC (gains and losses), goal re-engagement, and vitality over a 12-month period. Parallel process latent growth models were used to test for mediation. Associations among variable intercepts revealed that more positive views of aging were associated with higher levels of goal re-engagement and greater vitality. However, there was no support for the longitudinal mediation hypotheses, with T1 levels of AARC showing negligible associations with rates of change in goal re-engagement and vitality. Moderation analyses revealed a stronger association of T1 AARC-gains with the intercept for goal re-engagement at older, relative to younger ages. Although growing evidence supports cross-sectional links between views on aging, self-regulation and well-being, research with longer measurement intervals and a more comprehensive array of potential mediators is needed to conclusively identify underlying mechanisms.
This study investigates the complex relationships between imposter syndrome, AI usage, entrepreneurial self-efficacy, motivation, and entrepreneurial intentions among female students at the University of Tizi Ouzou in Algeria. We collected data from 262 female students across various disciplines using a quantitative approach and a comprehensive survey. We employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the data. The results reveal that imposter syndrome negatively impacts entrepreneurial self-efficacy and indirectly affects entrepreneurial intentions. Conversely, AI usage positively influences entrepreneurial self-efficacy and indirectly enhances entrepreneurial intentions. Entrepreneurial self-efficacy demonstrates a strong positive effect on both motivation and entrepreneurial intentions. The study also finds that motivation plays a crucial mediating role between other variables and entrepreneurial intentions. Additionally, the field of study moderates the relationship between motivation and entrepreneurial intentions. These findings contribute to an understanding of female entrepreneurship in the context of emerging technologies and psychological barriers, offering valuable insights for educators and policymakers in fostering entrepreneurial ecosystems in developing countries.
Keywords: Imposter Syndrome, Artificial Intelligence, Entrepreneurial Self-Efficacy, Entrepreneurial Intentions, Female Entrepreneurship, Algeria
ABSTRACT
This paper aims to understand and analyze the illusion of control of ICT in the Middle Eastern context and to link the variables drawn from the illusion of control concept that are trust, skills, familiarity trust, skills, familiarity and benefits to the success and to the improvement of the user’s life. These variables were chosen because they fit most to the ICT use. We used a sample composed of members of generations X and Y holding a university degree. After analyzing the data collected at the sample level, we identified the two most influential variables on the illusion of control in this context, which are trust and having skills. This research contributes to the UN sustainable development goals (SDG). Public policies should promote the best practices and implement training programs that allow ICT users to manage the technological tools and overcome the potential risks.
Purpose
This study explored whether women could “have it all,” both at home and in the workplace. Using neoliberal feminism, mental load theory and intergenerational perspective as theoretical frameworks, this study explored how neoliberal ideologies which emphasized individual agency, economic empowerment and self-responsibility interact with persistent gendered expectations/norms to influence women’s experiences in navigating familial commitments and career aspirations.
Design/methodology/approach
Around 140 ( N = 140) women living in Australia were recruited to participate in a qualitative, open-ended questionnaire that aimed to explore their: (1) perceptions and (2) expectations about (a) how gender roles evolved for them from youth to adulthood in various contexts, (b) how their family structures and dynamics, such as attitudes toward marriage, caregiving and/or household responsibilities, have changed and (c) what has/have influenced their career aspirations and family choices.
Findings
Results revealed a trend of women who worked hard at home and professionally. Unlike women who in the past lived more traditional lives, women in our cohort focused on their career as an important part of their identity and self-fulfillment. However, many women did report heightened mental load, stress and a lack of physical exercise in their daily lives.
Originality/value
This study revealed complex interplay between societal norms, intergenerational influences and the cognitive burdens associated with managing multiple roles. By examining these dynamics and using an integrated theoretical framework, the article aimed to holistically explain the challenges women in Australia encounter as they try to balance familial obligations with career ambitions within changing socioeconomic contexts.
The aim of the present study was to investigate self-efficacy and coping strategies in women who avoided physical activity during menstruation (avoiders), adapted their physical activity during menstruation (adaptors), or maintained their normal physical activity during menstruation (nonavoiders). Using an online survey which included sections on menstrual severity, menstrual attitude (menstrual self-evaluation questionnaire), coping (the premenstrual coping measure and the coping inventory for stressful situations), and self-efficacy for exercise, 349 respondents were classified as avoiders (40.7%), adapters (33.5%), and non-avoiders (25.8%). Avoiders and adapters had similar menstrual symptoms, with menstrual flow and menstrual pain being greater in avoiders than non-avoiders ( p < .001). The positive elements of menstrual attitude were lower in avoiders compared with nonavoiders ( p < .05). Avoiders had lower task-focused coping strategies ( p < .05), with premenstrual coping showing avoiders to have higher self-care and adjusting energy coping strategies (all p < .01). Compared with nonavoiders and adapters, avoiders had lower self-efficacy for exercise ( p < .001). During menstruation, avoiders of physical activity do so with more severe and frequent menstrual symptoms, a less positive attitude to menstruation, more passive and avoidance coping strategies, and with lower self-efficacy than non-avoiders. Despite presenting with similar menstrual symptoms to avoiders, adapters continue to exercise during menstruation, underpinned by a higher self-efficacy for exercise. Taken together, these findings suggest that self-efficacy and coping strategies may act as important factors for physical activity avoidance during menstruation.
Over the past forty years, doctoral studies in Italy have undergone significant transformation, becoming a key element in advanced education and in the Third Mission of universities. With the Ministerial Decree n. 226/2021, and a strong emphasis on professionalization and collaboration with industry, it has increasingly become a bridge and a symbol of the university’s socio-political mission. This path requires continuous improvement and quality monitoring. In this context, the volume, in continuity with the previous work Research Exercises. Doctorate and Education Policies (2022), gathers the projects of the doctoral students from the 37th, 38th, and 39th cycles of the PhD in Education and Psychology at the University of Florence. It highlights the integration between the demands of doctoral research, the transferability of results typical of the Third Mission, and quality, aiming to showcase the connections and implications between employability, enhancement, and accountability.
Entrepreneurship among youth is crucial for economic growth and innovation, particularly in emerging economies like the UAE. Despite government support and favorable conditions for small and medium-sized enterprises (SMEs), there remains a significant lack of entrepreneurial intention among UAE youth. This paper proposes a conceptual model to investigate how institutional contexts influence entrepreneurial intentions among UAE youth, with a focus on the mediating role of entrepreneurial self-efficacy and the moderating role of entrepreneurship education. Drawing upon existing literature, the study integrates theories such as the theory of planned behavior and institutional theory to develop the conceptual model. The model posits that institutional factors, including regulatory, normative, and cognitive environments, influence entrepreneurial intentions among youth. Additionally, entrepreneurial self-efficacy is proposed as a mediator between institutional contexts and entrepreneurial intentions, while entrepreneurship education is suggested to moderate the relationship between entrepreneurial self-efficacy and intentions. The conceptual model presented in this paper contributes to the understanding of the multifaceted determinants of entrepreneurial behavior among UAE youth. By elucidating the interplay between institutional contexts, self-efficacy, and education, the study offers valuable insights for policymakers, educators, and stakeholders aiming to foster a conducive environment for entrepreneurship in the UAE and beyond.
Purpose
This paper, drawing on self-enhancement theory and from employee perspective, aims to develop and validate an integrative theoretical model that centers on the trust–psychological ownership (PO) link to investigate information and communications technology (ICT) employee work outcomes.
Design/methodology/approach
A cross-sectional survey with PLS-SEM analysis of 424 employees in ICT industry in Ho Chi Minh City, Vietnam, reports that all of 10 hypotheses are empirically supported.
Findings
PO is found to be an important driver of employee flow, job performance and psychological wellbeing. Moreover, it is posited that trust acts a moderator of the relationship between flow experience and job performance, and between job performance and psychological wellbeing.
Originality/value
To the best of the authors’ knowledge, this paper is among the first to affirm that trust in work environment serves as both an enabler for PO and a moderator for the relationship between flow experience–job performance as well as between job performance–psychological wellbeing path. The study also affirms that flow state plays a mediating role in the PO–job performance path, and that job performance acts as a mediator in the flow experience–psychological wellbeing sequence. Finally, new evidence expectedly highlights the positive impact of job performance, a short-term work outcome, on psychological wellbeing, a long-term work outcome.
This mixed-method study examines the selection and enrolment processes in Massive Open Online Courses (MOOCs), focusing on how signalling effects and landing page features influence learner decisions. As MOOCs have reshaped the educational landscape, particularly during the COVID-19 pandemic, this research addresses a significant gap in understanding learner navigation and response to MOOC offerings. The study utilizes qualitative analysis to gather initial insights into learner behaviours, followed by a quantitative phase employing signalling theory and dual-conjoint analysis. It assesses how features like institutional prestige significantly impact learner choices on platforms such as Coursera and edX, while course difficulty and effort have less influence. Despite some inter-platform differences, these effects are consistent across various levels of learner self-efficacy, indicating that perceived course quality signals predominantly drive the MOOC selection process. This research provides valuable insights for optimizing MOOC design and marketing strategies, underscoring the need for further exploration of signalling effects.
This study investigated the effects of a 6-week activity course on health and well-being in untrained college students. Twenty-two participants (ages 18-23) engaged in either badminton or soccer twice a week. Using Badminton World Federation (BWF) Shuttle Time Lesson Plans, both groups showed significant improvements in the quadrant jump and standing long jump tests, with badminton participants demonstrating greater gains in the quadrant jump. In addition, Resilience levels increased in both groups and exercise self-efficacy saw a larger rise in the soccer class. The data suggested that badminton might improve agility more due to the need for rapid direction changes in a smaller court. Further, university activity classes could enhance both physical and mental well-being, though prior soccer experience and limited badminton court access may boost self-efficacy more in soccer participants. Lastly, BWF Shuttle Time Lesson Plans proved effective for introducing badminton to beginners.
We present findings from the Our Voice in Barú project, examining adolescent engagement in citizen science to address environmental and social factors affecting well-being in a semi-rural Afro-descendant community in Latin America. The project aimed to identify barriers and enablers of well-being, informing adolescent-led actions for sustainable environmental changes relevant to adolescent health. Utilizing the Our Voice citizen science method, which involved technology-enabled walks, participatory cartography workshops and community meetings, we engaged adolescents and other community members. Complex systems framework was employed to analyze results and assess the promotion of collective action and local change. Local enablers of well-being included availability of quality sports and recreational venues as safe spaces, educational settings and cultural aspects, fostering safety, community pride, and personal growth. Conversely, barriers included environmental contamination, deteriorated sports venues and drug addiction, indicating the community’s limited access to services and exposure to harmful substances. Adolescent citizen scientists, in partnership with the research team and relevant community decision-makers, successfully achieved changes aimed at identified barriers, including infrastructural enhancements like the repair of pumps to remove stagnant water, improvements in the quality and safety of recreational venues, and the implementation of community-led initiatives to address substance abuse and promote healthier behaviors. The Our Voice in Barú project empowered adolescents to advocate for change and promoted collective action to tackle barriers identified as significant to their well-being.
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