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Self-efficacy - Science topic

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Dear colleagues,
I would like to know what are the differences between a language learning mindset and self-efficacy in language learning. What resources do you recommend that explain such notions in detail? Also, are there any other similar notions?
Thank you
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Self-efficacy essentially means confidence that "I can succeed at this."
A learning mindset, or learning goals, about language or anything else, includes self-efficacy, but also adaptive attributions, and self-regulation. It means that the learner understands that knowledge is not simple and may take extended work to understand, and that knowledge may change over time with new discoveries.
The linked conceptual model summarizes this, as it contrasts with performance goals, and provides a citation to the foundational work of Chin and Brewer.
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For a Meta-Analysis, we are looking for articles or unpublished data in which there is a correlation between:
- group creativity, measured by indicators such as number of ideas, originality, and usefulness of ideas, and
- personal factors such as personality traits, emotional intelligence, or cognitive factors (sense of self-efficacy, thinking style, motivation, need for cognition or closure).
If you only have raw data that have not yet been analyzed, we would be happy to help analyze it for inclusion. In such a case, please send us the dataset and a description of the key variables described above relevant for the analysis.
We are hoping to include as many studies as possible, so any additional data is greatly appreciated.
If you are interested in more information, we would be happy to answer any further questions and keep you posted on the project as we make progress and finalize the submission.
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مهتمة
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Hi, I'm currently carrying out research on the various techniques that can be used to support reverse mentoring in higher education. I'm thinking of knowledge sharing and self-efficacy as a type of technique. I'm I on the right track? if not, kindly suggest some for me and how best do one introduce it into the educational sector by putting into consideration lecturers in higher education.
Articles or journals on this subject matter will be of great help while sharing personal experiences is also welcome.
Regards
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In my experience Mentors almost always take on the stance of knowing everything from their experience and giving advice to the mentee in that direction. In my view all mentors should be trained in coaching techniques (but few are) so they can help the mentee find their own solutions and only impart guidance (preferably ideas for consideration) when the mentee is stuck. If the mentor is not in a mindset where they want to learn too (including from the mentee) and forego their ego, outcomes will be less than the best it could have been.
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It was noted that the students from joint families had better developmental state of psychological constructs, i.e., hope, self-efficacy, & resilience compared to nuclear families. In this context, I am looking for your response on the possible factors that affect their psychological development. Any social theory or perspective to understand the difference, will be high appreciable. thankyou|
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Dear Md Nawaz Sarif
Thanks for bringing to the forefront of this public platform your interesting question.
I use to distinguish between what I call personal families and positional families. In the former, children/students are encouraged to respect all persons, regardless of their age, gender, skin color or their socio-economic status, just to mention four factors. In the latter, children/students are encouraged to respect those who, either within the school or the home, have more physical, psychological or spiritual power. Research (see, for the respect, the work by Urie Bronfenbrenner on the ecology of human development) has shown that, when compared to children/students of positional families, children/students of personal families tend to be more developed, for example, in terms of cognitive, emotional, interpersonal, prosocial and moral development.
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I have two questionnaires (Self-talk questionnaire and General self-efficacy scale), they have both been completed by the same 60 student-athletes.
I am unsure as to what data analysis I could use to compare the responses from them to see if they are associated.
I am investigating whether an increase in self-talk could increase self-efficacy.
Thanks in advance
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Hello Yvonne,
From your description, it sounds to me as though the Spearman rank-order correlation would help you determine whether the two sets of scores are related.
Good luck with your work.
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Are you a Parent in the UK?
Please take part in my survey about how parenting changes across the generations! Should take 10 mins and will help me complete my masters degree.
I only need 18 more respondents for a medium effect size power analysis and would appreciate any help. If you are also completing research, I would be happy to take part if I am eligible. Please email me or comment below.
***
Self-Efficacy, Learned Helplessness and Parental Psychological Control: A Transgenerational Perspective
Dear all,
I am currently recruiting participants to take part in my thesis project. I am investigating the relationship between self-efficacy, learned helplessness and parental psychological control from a transgenerational perspective.
The study has received ethical approval from Northumbria University (45055).
We are looking for participants who meet the following criteria:
• A resident in the United Kingdom (UK)
• Grew up in a two-parent household
• Currently have school-aged children
• Parent those children with a stable long-term partner who lives in the same household
The study will involve answering a set of demographic questions, questions about the parenting style received from your own parents, the parenting style you use with your own children, and questions measuring your levels of both self-efficacy and learned helplessness.
If you have any further questions regarding the study, please contact me at beth.sheerin@northumbria.ac.uk.
To find out more information about the study and to take part, please go to: https://nupsych.qualtrics.com/jfe/form/SV_867ksXh3vg8Mnzg
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Sorry I don't have children. Will share it with those who do. Good luck with your research.
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Dear all,
I am currently recruiting participants to take part in my thesis project. I am investigating the relationship between self-efficacy, learned helplessness and parental psychological control from a transgenerational perspective.
The study has received ethical approval from Northumbria University (45055).
We are looking for participants who meet the following criteria:
• A resident in the United Kingdom (UK)
• Grew up in a two-parent household
• Currently have school-aged children
• Parent those children with a stable long-term partner who lives in the same household
The study will involve answering a set of demographic questions, questions about the parenting style received from your own parents, the parenting style you use with your own children, and questions measuring your levels of both self-efficacy and learned helplessness.
If you have any further questions regarding the study, please contact me at beth.sheerin@northumbria.ac.uk.
To find out more information about the study and to take part, please go to:
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Hi Beth,
One of my Ph.D. constructs is Self-efficacy. I have taken this component as motivation in my research. Do not hesitate to any other matter for your future endeavor.
Best, DM, Nepal
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Studies on the self-efficacy levels of educators teaching content and language to ELLs in mainstream classes?
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Teachers' self-efficacy, namely teachers' beliefs in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity, plays a key role in influencing important academic outcomes (e.g., students' achievement and motivation) and well-being in the working environment.
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Hi
I study how gender can moderate the relation between driving self-efficacy and the tendency to get distracted while driving. I found a non significant self-efficacy*gender interaction effect (p=.19). However when I looked at the plot I found this (attached file).
I don't know what to do with this... Can you help?
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I would look into the role of the covariates - Is the interaction significant when they are removed from the analysis? If the interaction in the "clean" model (i.e., without covariates) is still insignificant, then I would be extremely cautious of its viability. If it is significant, maybe you can check whether your research question necessitates controlling for the covariates you included in your analysis.
Good Luck!
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I am testing a hypothesis whether cognitive load, knowledge gain, and self-efficacy influence students' performance before and after using graphic organizers. My data shows that there is a significant difference between the results of cognitive load, knowledge gain, self-efficacy, and students' performances before and after, however when i test whether the thre variables (cognitive load, knowledge gain, and self-efficacy) influence students' performances a no relationship exist.
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Good afternoon dear Randel Estacio
You should have first measured the relationship between those variables before determining the influence.
1.-You only measured the relationship between the variables: (cognitive load, knowledge gain, and self-efficacy)
2.-You did not measure the correlation strength between those variables
3.-You should have measured the strength of the correlation between the variables: (cognitive load, knowledge gain, and self-efficacy)
4.-Only based on the third point, only there, could you determine the influence of the graphic organizers on these variables.
Remember that a relationship is not enough to prove a consequence.
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With this question I wish to know that some articles clearly mention that our study is based on such and such theory and before explaining their variables they elaborate the underlying theory. Besides that many papers use Self-efficacy, LMX theory, Transformational Leadership etc. as an independent variable(s). Shall they also be considered as a theory.
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Our group conducted a survey about relationship between self-efficacy a d academic performances in Science among Grade 10 students. What do we need to use to find out the level of self-efficacy of Grade 10 students?
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The answer of Esteban Mentenegro is not helpful. Hannah asked
"What do we need to use to find out the level of self-efficacy of Grade 10 students?". The question about a level can never be answered with the covariation of variables.
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I am working on a project that deals with EMI and pre-service teachers' self-efficacy and I want recently published articles on self-efficacy beliefs
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Related to creative self-efficacy.....
· Gong, Y., Kim, T.-Y., & Liu, Z. (2020). Diversity of social ties and creativity: Creative self-efficacy as mediator and tie strength as moderator, Human Relations, 73(12), 1664-1688. https://doi.org/ 10.1177/0018726719866001
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I am conducting a study with the following variables:
Dependent variables:
Need for referral (10cm analogue scale) - continuous data
Yes or No question about child's development - nominal data
Independent variables:
Ethnicity of child
Gender of child
Gender of teacher
General Self-efficacy (GSE) score of teacher
/edit
The hypotheses are:
Hypothesis 1: Male vignettes will be scored a higher need for referral compared to female vignettes
Hypothesis 2: The need for referral will be lower for White British children’s vignettes compared to other ethnicities vignettes
Hypothesis 3: Recognition of atypical development will be lower for White British children’s vignettes compared to other ethnicities vignettes
Hypothesis 4: Female teachers will rate a higher need for referral compared to male teachers
Hypothesis 5: Teachers with high self-efficacy will recognise atypical development more accurately than teachers with low self-efficacy
Hypothesis 6: Teachers with low self-efficacy will rate higher need for referral than teachers with high self-efficacy
I am hoping to find out the ability of Early Years educators to recognise and refer children with SLCN.
I am struggling to decide which analysis method I should use. I would really appreciate some guidance. Thank you.
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I'm looking for a questionnaire that measures STEM self-efficacy for children/youth between 8 and 14 years old.
Anyone a suggestion?
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required validated questionnaire
(1) To assess paediatric ward nurses' self-efficacy.
and
(2) parental satisfaction for hospitalized child-care
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Please download the attachment.
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I am carrying out a research on science self efficacy and meta variables as correlates of biology achievement among secondary school students
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I am working on a research project and I am hoping to find an instrument that is already standardized to measure counselors feelings of self-efficacy when working with clients and sexual topics but I cannot seem to find one.
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Hello Christine
while self-efficacy is my area of expertise, applying in to couselors is not. However, after a quick search on Google Scholar I found the following article:
It is listed with more then 60 citations on Google Scholar so, hopefully, I will prove to be a good starting point for you. I reckon that you will have to adapt any instrument your come across to your specific research questions.
Best of luck
Marcel
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I have a data set of 543 participants with one dependent variable of a score and three independent variables of teacher age, student age, and teacher self-efficacy. When carrying out the tests for the assumptions, there are several outliers and extreme points, several dependent variables are not normally distributed and the assumption of homogeneity variances was violated. Where do I go from here?
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Do you have multiple students per teacher? If so, you need to use the MIXED command to estimate a multilevel model (aka., hierarchical linear model, aka., mixed linear model) with students clustered within teachers. If you are not already familiar with such models, there are many good resources online. Try a Google search on <SPSS MIXED>, <SPSS MIXED tutorial>, <SPSS MIXED UCLA>, <SPSS MIXED heterogeneous>, etc. HTH.
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Hello,
I need help finding the Creative Self Efficacy Instrument from (Tierney & Farmer, 2002). All of the papers that I have seen that reference this scale all refer back to the 2002 article, but I cannot find the actual list of items. Any help?
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You may write to the original authors and request them for a copy of the scale.
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So far, I have only encountered scales measuring general or functional self-efficacy for this specific population.
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Hi, this might be agood place to start
https://pdf.sciencedirectassets.com/272312/1-s2.0-S1052305714X0008X/1-s2.0-S1052305715001925/main.pdf?X-Amz-Security-Token=IQoJb3JpZ2luX2VjEOL%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FwEaCXVzLWVhc3QtMSJHMEUCIDPow9Bo8Mnk7TQNzYismyjxX2c55IlYrlaZBiylR71QAiEAykz2NRUPnfJAsmVklqMec2c1WtfnUsDutTCqOJM%2FfIIq%2BgMIWxAEGgwwNTkwMDM1NDY4NjUiDL80PRNhXj6tf9c7BSrXA3q6wCEo%2BGJX%2Bbr%2FzmpLwr8f48kHeQtTcUwNhNLW%2BY1OR%2FAhTQZ3rJqaFsSENLCYIBCnOynNKCvn9pC0cuIX8j9KrmV%2BWKdeCOGF26p5x426T%2B64ppsPkCVPCj8gMTbNqAEx8aO23lCts%2B0Aof17%2BqVwZyqXQxcWh9CDB8Iyd%2BsAtvCvgQr2YSGTnFITIa5dotuyoL34Sl2oHcUWIR3mIGKwSdLUzp8EfumbhnzCP9pJAjQLFfruEcP%2B21FpOduVzW7pCMub%2Bv4qtlj%2B%2BPRNO0yFuWlOnTJioMapISBlHMOhomynhynKrLJns%2FtTo6a189JMmqORB1Er0dQtA%2BhBqd%2BJ3iuM6Do0iMnjxdk%2FQ%2BBLQjr%2FkUFlotIMXPxrF5N9DB7PRZC6%2FwYN8rG4F0FvxF1P4OnC02Ki5BOszPJf7yp9PKGnQhVS7nATW4J2%2F2%2FPRmE9XvB1R8FRoBfcSWTp47hrURy2t9l0CsJVTcOELckDC3mF%2BKk89ojj8NE68vZQ11Ez1lwH9sjTUiFumU0AGDXrK6yC%2Fzl3ZYUmgzln9ph0NTijCD49VFKss0sZsOfd021GDKe7jXyTSvm5Rs%2BjyZOK1ow0Lc5BeK6UJt5%2BC%2BXZ1DTy8Vj80DCLu%2FCKBjqlAa7faCZHE5qfM%2BmjpC8XxPWAI3a4ugNZKW8nF6KnII6reuGuH4vPBr7nzRlNrqTZ%2FU6Dwvhglvh%2FQz21HksiOryuGA3iD%2BcWIryg2GtR%2Bl9C9JR%2FotoAauyDG7gjwWrAgMzr7uh9eTkhWm4K4xrNbVKvf1YR7sagw%2FkaOx%2Bl08aSqOdEf5Ij%2FwEmiV8%2FMbspxbFODEKfr3raUenUVOzy0wP%2BppOCbw%3D%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20211005T100828Z&X-Amz-SignedHeaders=host&X-Amz-Expires=300&X-Amz-Credential=ASIAQ3PHCVTYVVFXAU4Z%2F20211005%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=a1ddd63562d0e93b1294ba0be026e7254acc9d3de810e2d45820467b9f50c9b4&hash=a4f8f5206e8215ddcfac3116ec62b7426fa0323ef26670e5d956bbd7c8217323&host=68042c943591013ac2b2430a89b270f6af2c76d8dfd086a07176afe7c76c2c61&pii=S1052305715001925&tid=spdf-3e47d63d-e093-4339-a3a0-a32f60422db8&sid=f2a7fdeb203c0848bb4a2fa-6316a0a21496gxrqb&type=client
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How Much affects teacher self-efficacy perceptions the empathy in Teacher Candidates Religion Culture and Moral ?
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Mr. Manoj P K thank you for your advice
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Hi Everyone,
I am doing a DNP project on Measuring self-efficacy/self-confidence of nursing faculty who may or may not have received mentoring through a mentorship program and how it relates to recruitment and retention in the workplace
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In this regard, I strongly recommend that you read some of the various contributions that, here in "RG", our Team and myself, we have hanging on the topic of Self-concept and Self-esteem, in general also entering how it is evaluated, as well as about Self-esteem in Nursing Students, Professionals, etc. Being the Specific Questionnaire, on Professional Self-esteem, etc., internationally famous that of Dr. Luis Gómez de Seara et al. whose references appear in said Articles
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Hello, I'm trying to find a model that describes how self-efficacy can directly influence changes in identity, based on the self-concept theory. So far, I've only found a hint to such a relationship in Gecas (1982): "In experience these two aspects of the self-concept [i.e. identity and self-evaluation (consisting of self-efficacy & self-worth)] are closely interrelated: Self-evaluations are typically based on substantive aspects of self-concept, and identities typically have evaluative component" (p. 4).
So it'll be great if you can suggest a model explaining the relationship between self-efficacy and identity, or suggest an article with possible leads to such a model.
Thank you!
Gecas, V. (1982). The self-concept. Annual review of sociology, 8 (1), 1-33.
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Self-efficacy or efficacy expectation is defined as “the conviction that one can success- fully execute the behavior required to produce the outcomes” (Yo can also see Bandura, 1977, p. 193).
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Is there a difference between the theory of Social cognitive and the theory of self-efficacy?
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Dear Dr Alameri,
Social Cognitive Theory covers many topics such as moral judgment and physiological arousal, research has been primarily focused on self-efficacy, or the beliefs regarding one's capabilities of successfully completing tasks or goals. On the other hand, Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments.
Best regards,
Pr Hambaba
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We use Jerusalem & Schwarzer's scale for measuring individual overall self-efficacy. They also provide a scale for measuring collective self-efficacy in teachers. But we are looking for a scale that measures collective self-efficacy in general (not only for a special vocation).
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Dear Dr Stephanie Klee,
I invite you to read the article in attached, since many tests are available to measure collective self-efficacy in various languages including German.
Best ragards,
Pr Hambaba
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Dear community,
we conducted an experiment with training in Virtual Reality, after which participants had to perform the physical task they learned about. We measured the affective indicators of motivation, satisfaction and self-efficacy after the training and after the application as repeated measures are recommended by Sitzmann (2019). However, now it is unclear to us which of the two measures (or their average) to use. Did you ever come across similar timeframes or guidance in the literature and what would you recommend?
Many thanks in advance!
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يفضل خلال التطبيق
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I have qualitative data gathered using an interview protocol. The purpose of the interview was to explore both contributing and risk factors to the development of hope, self-efficacy, resilience, and extroversion in students. What are the different strategies or content analysis methods that I can see if work for my research study?
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In general, there is a division between more deductive and inductive approaches to qualitative analysis, with some versions of content analysis falling on either side of this divide. The deductive approach generally involves developing a predetermined codebook and often relies on counts of codes. The inductive approach develops the codes from the data during the analysis process and is more interpretive (this would include Mayring).
Probably the most commonly used approach to inductive qualitative analysis is Braun and Clarke's (2006) Thematic Analysis. It has over 100,000 citations on Google Scholar.
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I'm developing s Likert scale to assess students' related constructs i.e., self-efficacy, hope, etc. In this, case, what response anchor shall I go with, seven or five point Likert scale? Thankyou.
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apparantly, you have already arrived at a choice between 5-point- and 7-point-scales. What has led you there? On the same note, I recommend taking a look at other scales that measure the constructs you mentioned and get an idea of the scale format. More response options need not always be better. For example, Bandura himself suggested using a 100-point-scale for self-efficacy at some point.
Best
Marcel
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This anonymous survey is open to all UK and Middle East academics, researchers, postgraduate students, and professionals. It takes 10 minutes to complete. At the end of the survey you will be offered the opportunity to fill in your details on a separate online form, in case you wish to be considered for the prize draw. To participate, please click on the link below. You are welcome to share the link with your professional and/or social network too.
This is a survey for a Master’s thesis and your support is greatly appreciated. The title of the study is ‘‘The role of leadership self-efficacy (LSE) in developing academic and professional leaders’’. You can find more information in the Participant Information Sheet, which is available with the survey.
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Thank you! More than 300 responses received so far. The survey will be open until midnight (London, UK Time) today. Thank you for helping.
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Hi,
I recently used a validated scale to measure self efficacy on technology use of maritime instructors. The scale was originally developed for measuring self efficacy for a generic instructor. One of the reviewer of my submitted manuscript insist that a CFA has to be done. Although my initial motivation was to just measure their self efficacy scores on technology use. Therefore, i wanted to know whether conducting a CFA is mandatory in such cases?
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You have to do invariance testing... so one model with a different number of samples, so you can test the samples.
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Dear community,
We are working with attention check items in several questionnaires to improve the data quality (compare ). We are also measuring several constructs (such as embodiment, immersion, presence, motivation, self-efficacy etc.) which established questionnaires recommend measuring with many items (sometimes >30). This length makes it infeasible given participants' limited attention and time. Thus, we have shortened some scales. I would like to justify why this is acceptable given the higher data quality due to the attention check items. Unfortunately, I could not identify any literature that indicates this. Are you aware of anything in this direction? Please also feel free to point out any literature regarding shortening scales or the trade-off of long scales and time.
Thank you!
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This paper and its reference list should help:
Marsh, H. W., Martin, A. J., & Jackson, S. (2010). Introducing a short version of the physical self description questionnaire: new strategies, short-form evaluative criteria, and applications of factor analyses. Journal of Sport and Exercise Psychology, 32(4), 438-482.
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I am in the doctoral program and plan on using the DMSES scale to measure my outcomes. Who do I contact for permission to use the instrument?
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Please check out the Copyright Clearance Center (https://marketplace.copyright.com/rs-ui-web/mp). Most international publishers are listed there and oftentimes it is the only way to obtain permissions for scales, diagrammes etc.
Best
Marcel
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I am struggling to find a scale that measures this specific construct besides the one used by Caprara (2008). I want to measure (if possible) these beliefs as a state in an experimental design but I am not satisfied with any measure that I found. Would be really grateful for any help!
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If it doesn't exist, it deserves to be created
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I am a post-graduate student pursuing Phd in Sociology. My field of interest on Parental Involvement, Parenting Styles and Parental Self-efficacy in motivating students to perform in their academics.
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In general, educators behavior tend to know the students last experiences, such as their scores, motivations, beliefs, self-efficacy, and life-orientation. But, in class, it is difficult to improve their achievements or motivations. I always try some strategies: (1) stretching evaluation areas, (2) making multiple representations, (3) giving more examples, (4) demonstrating new ways for solving problems, and (5) organizing class activities.
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There is a strong tendency for good students in mathematics to maintain a good performance in related sciences, the development of logical thinking and everything related to the so-called logical-mathematical intelligence according to (Gardner).
There are not many cases of students initially good at mathematics who, as the school years go by, regress in that field of knowledge, on the contrary, they tend to strengthen their skills.
So-called good math students who are not good at humanities may or may not continue to be so over time. In terms of behavior, good math students are not necessarily self-centered, that's false, nor do they tend to be loners and bad classmates or bad cooperators. Such actions, although they have a genetic basis, are determined by social conditioning.
Comments on the Historical Performance Index in:
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Dear all,
we will conduct an experiment in which
1) Participants are first trained in the assembly of an appliance with Immersive or Desktop Virtual Reality and afterwards have to assemble the physical appliance.
2) Their retention knowledge is assessed after 2 and 4 weeks by having them assemble the physical appliance again.
Next to the number of errors and the time to completion we want to measure affective learning outcomes such as motivation, self-efficacy and satisfaction. I want to come up with a hypothesis and have not formed a strong opinion yet whether motivation, self-efficacy and satisfaction are likely to stay at the same level as they were after the first training & assessment or which direction they are likely to move. This would inform the hypothesis regarding the change in the affective outcomes in the retention tests.
If you have seen any literature on sustained motivation, self-efficacy or satisfaction or the general movement of them over time after one initial training, this would be highly appreciated.
Thank you very much in advance for your help!
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There should be no substantial changes, depending on the higher level of exercise and mediating the number of attempts, their frequency and similarity.
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Hi!
I'm looking for help on covariates when doing a model 4 mediation, as I'm struggling to find information online on this.
As a quick run through,
Mediator variable: self-efficacy
Independent variable: social support
Dependent variable: academic burnout
Covariates: Course type (asynchronous, synchronous or blended), type of university (brick or online), age, and years at university. Course type and type of university are categorical, and I've made dummy variables and only entered 2 (asynchronous and blended) into the analysis for course type.
My confusion is mainly about neatly presenting the information for these covariates in a figure presenting the mediating effects. Most model 4 figures I've seen don't include covariates, using the typical triangular shape. I've copied how I have seen one study present this, however (figure attached), but I can't help but feel a lot of information is missed doing it this way? All it shows is that the effects of the main variables on each other are after controlling for these variables, giving no indication of how much effect these covariates have on the dependent or mediator variable. I've thought of adding the coefficients and standard errors together (e.g., on the line from covariates to self-efficacy would be . 756 (0.20 -.059 + .005 + .328 + .282) but I've no doubt I'd be breaking a lot of mathematical rules that way haha. (...Unless?)
Were I to just have "age" and "years at university" as covariates, I would have separately labelled them and included their relevant coefficients and standard errors. My main confusion comes from presenting the course type effects, as it is a multi-categorical variable. Truthfully, I don't understand the dummy variable thing all too much, just to do it.
So, I suppose my questions are
1) Is the figure I have currently sufficient?
2) If not, how do I neatly present the effect of all the covariates?
--> if they're not significant what do I do? e.g., in the attached file, years at university does not have a significant effect on self-efficacy, p = 669. In this case, do I not draw a line from it to self-efficacy and don't mention its coefficient, or do a dashed line with .005 (.01) over it?
3) How do I present the effects of "course type", which has three levels?
Apologises for this word dump - I just could not find anything at all answering any of these questions! Not sure how clear/unclear I was, but I anyone does somehow understand me, thank you so much in advance!
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Cristian Ramos-Vera Thank you so much for your help!
I've included those control variables because a hierarchical multiple regression showed these to account for a significant amount of variance. Other control variables (e.g., gender) did not account for a significant variance in the final model, so I left them out when examining the mediating effect of self-efficacy on the association between social support and burnout.
Is that sufficient reasoning for including them in the mediation analysis, or should I leave them out in that case? Thank you for your advice again.
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Hello Researchers,
I am developing a survey instrument that looks at self efficacy and entrepreneurship. I am studying vocational education students entrepreneurial intentions (post-graduation). Is there an established quantitative survey/s that I can use? I am trying to acquire a recognized survey that can be used instead of developing a survey that may pose reliability issues. Any assistance would be greatly appreciated.
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Interested
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Hello all! I have two questions regarding some analyses my colleagues and I are conducting using the Hayes PROCESS model for moderation and model 4 for mediation.
My first question deals with a variable "execution" which was found to be a moderator for the relationship of Y = InitIntention and X= SelfEfficacy. If I understand the conditional effects results, can I conclude 1) that the moderator is significant (p=0.0071) only at low levels of execution and 2) that low levels of execution, there is a negative effect (-.7033) of the moderator variable? In other words, the variable Execution has a negative effect on the relationship between Self-efficacy and Initial Intentions, but only at low levels of Execution?
My last question is one that deals with mediation and "power effects." See the results of PROCESS Model 4 where we found that 5 variables are mediators of the relationship between self-efficacy and intentions to launch. So, the question is, can I use the "effect" results to make a statement about the individual impact of each of the five variables? For example, that 'risk acceptance" has the most impact (0.2598) of all of the variables and that its effect is positive, meaning that the higher the level of risk acceptance, the greater one has for an intention to launch? That "Independence" has a negative effect (-.0469), meaning that the more someone is "independent," the less likely they will have an intention to launch?
Thanks in advance!
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Hi everyone! Any experts out there willing to add their expertise? Thanks in advance!
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Hello everyone,
I am currently writing my Master Thesis and I have employed a longitudinal design using three time points
I am using "Coaching Alliance" (High vs Low) as an IV and Creative Self-Efficacy (continuous) as a DV and whether this relationship is moderated by Implicit Theories of Creativity (Growth Mindset vs a Fixed Mindset - categorical) . Furthermore, I use the trait Openness to Experience as a covariate, which will be measured once . What is the best way to analyze this model? Thank you in advance.
#moderation #repeated #repeatedmeasures #longitudinal #statistics #data #coaching #creativity
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Good answers
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Hi I'm looking for suggestions for self-report measures of parents perceived self-confidence or self-efficacy in their abilities to handle their child's behaviors. Particularly looking for measures that can be used in reference to adolescents or older children. And particularly looking for measures that capture how capable parents feel when it comes to managing/helping children's problem behaviors. References to substance use or trouble-making behavior a bonus. I've been mainly referred to the Parent Sense of Self-Competency scale, but find this focuses too broadly on the competence of being a parent in general, and lacks the specificity on child behaviors. Any recommendations appreciated. Thank you in advance!
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As a parent I normally monitor?
The mood change of a teenager when told you are not going to the market?
The amount of time the child spends on the phone instead of reading.
The amount of hours spend sitting on tv listening soaps and not news.
To measure myself confidence is through
The number of positive compliments I tell other children to copy from the older one.
Also the way I communicate to the teenage, if it is harsh it means my confidence is low but if it is not, it means I have much confidence.
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I am trying to make an SEM model in AMOS for my dissertation but having some trouble with getting a good fit. I am looking for relationships between self-efficacy reported on a Likert scale and scores on an assessment (the 2 instruments in my study). The Items on the left are the items from the self-efficacy questionnaire, and the skills listed on the right are scores on different categories in the test. I have done Pearsons r product moment correlations and the covariances I made were the significant results from the persons r. However, when I set the model up in AMOS and run it, the values I get do not meet the good fit indexes :(
Here is what I get: Chi-square = 354.624, Df = 18, Probability level = .000, CFI = .064, TLI rho2 = -.456, RMSEA = .289
When I tried to use the modification indices, it suggested adding covariances between the items on the self-efficacy scale and between the categories of scores on the assessment component. 
I tried it out with the suggested covariances and I get: Chi-square = 5.223, Df= 6, Probability level = .516, CFI = 1.00, TLI rho2 = 1.010, RMSEA = .000
Would that be considered a good fit? Can I still use that model even though my research question is to examine the relationships between the two instruments and not between the items within each instrument?
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Dear researchers,
I am planning on conducting a research on the relationship between Language learning strategies, by Oxford (1990) and self-efficacy.
I have found Morgan-Jinks Student Efficacy Scale (MJSES)
and the English learning self-efficacy scale (ELSS) (adapted from (Huang & Chang, 1996) to be useful because the researchers carry quite similar research aims. However, I still don't know the rationale behind the scales and the right scale for my study
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Suggested scales are good
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psychological contract (PC) is the unwritten document and its breach can result into negative employee attitudes especially the transactional PC. In this relationship what is the role of employee's psychological capital (hope, confidence, resilience and self efficacy)? Please share your insights 
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I would like to advise some of my contributions on the subject: - "The role of the" good soldier "in overcoming the first great economic crisis of the 21st century: The Psychological Contract and Organizational Citizenship Behaviors" ("El Protagonismo del" buen soldado "en la superación de la primera gran crisis económica del siglo XXI: El contrato psicológico y los comportamientos de ciudadanía organizacional") - which you can find among my contributions as "Articles" here in "RG" and in the same way, a Doctoral Thesis on the subject, directed by me; In both contributions -in addition- there is a lot of bibliography on the subject
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Two outcome measures: Numeric Pain Rating Scale and Pain self-efficacy scale both on public domain however I need a written confirmation of this.
Thanks for your help.
Teina
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Visual analogue scale
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Targeted drug delivery through nanoparticle, the success rate of drug delivery at the tumor is 5%.
Is there any other success rate reference?
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I am considering of using the original one from Brooke-Gunn and Ruble (1980), but maybe there is something better? I am trying to analyze the attitude of athletes towards menstruation and its further impact on their self-efficacy and performance.
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According to the reference below, the Menstrual Attitude Questionnaire is still useful.
BargiotaS,BonotisK,GaryfallosG,MessinisI, AngelopoulosN.ThePsychometricPropertiesof Men-strualAttitudes Questionnaire:A validityStudyin GreekWomen.InternationalJournalof InnovativeResearchin Science,EngineeringandTechnology.2016;5(2):1754–65
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I need to use this scale in my PhD research; I need to have the original scale. Please help me out.
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Thank you very much for your answer. I will see to it.
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Dear all,
We conducted a research on college students using Maslach Burnout Inventory-Student Form of Schaufeli et. 2002. As you all know this scale consists of three factors, namely exhaustion, cynicism and professional efficacy.
My question is about the internal consistency coefficient of the factor professional efficacy. The Cronbach's Alpha for this factor is .59 and split-half reliability coefficient is .61.
In our research we also measure general self-efficacy of the students.
Therefore, what should we do?
For my idea, the best option is omitting the factor from the analysis since we also measure general self-efficacy.
What do you think?
Thanks in advance.
Meryem
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My project aims to assess the nurses' Self-Efficacy in managing oral anticoagulants therapy. This data collection will allow to performe a confirmatory factor analysis (CFA) to assess construct validity of a previously develeped scale, i.e. the Oral Anticogulants Sel-Efficacy Scale (OAM SES). Your help will be highly appreciated!
Currently the scale is referred to the Italian setting.
Here more information on the project:
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Arianna Magon, I know you asked your question some time ago, so there has been sufficient time for people to respond. I am interested in how successful researchers are in asking for participants in the way you have. I suspect other RG members would also be interested.
Therefore, if you have time, could you let us know how successful you were, please?
I certainly hope that you were able to obtain a sufficient number of usable responses to be able to run confirmatory factor analysis.
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I investigate how future media professionals develop self-efficacy for professional online tasks. Is there an established body of required 'online' skills? Also, what would predict such self-efficacy?
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You should be orally capable.
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• My name is Miss LOW Shuk-ha and I am completing a project study for my study- MSc in Clinical Gerontology and End-of-Life Care , under The Chinese University of Hong Kong.
• The purpose of this research is to evaluate the perceived self-efficacy of the Medical Officer in breaking the bad news to the parent of a child /child with an incurable illness; to identify the challenges in the process of breaking bad news.
• Your responses will be confidential and it is submitted anonymously. Only the researchers involved in this study will see your responses. Your participation in this study is voluntary. If you do not want to participate, please exit the questionnaire. You do not have to answer any question that makes you uncomfortable. All the questionnaires will only keep until the end of the project by September 2021.
• Please submit the completed questionnaire through this link (https://docs.google.com/forms/d/1jCgH7dNYf8Xbgue6z04KPBaAjNptY_66cVwDiSUIl6Y/edit ) by 30 Aug 2020. For any inquiries, please contact me at 1155138925@link.cuhk.edu.hk.
Thank you again for your participation in this study. Wish you healthy with a peaceful spirit under the epidemic COVID-19.
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Completed
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How can i divide my sample depending on the level of emotional intelligence and self-efficacy ?(High-Medium and low level) i am using SPSS and the distribution is not normal so i used non parametric tests
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I am not a specialist in statistics, but I think it can calculate it by finding the difference between the highest and lowest score and then dividing the result 3 where the division result represents the range for each class.
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Gender, Entrepreneurial Self–Efficacy, and Entrepreneurial Career Intentions: Implications for Entrepreneurship Education
Fiona Wilson, Jill Kickul, Deborah Marlino,First Published May 1, 2007 Research Articlehttps://doi.org/10.1111/j.1540-6520.2007.00179.x
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If you are interested in self-efficacy Ican attach our work on the subject:
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I want to conduct a quantitative study on doctor’s self-efficacy on breaking bad news. Apart from R. Schwarzer's (1993) General Self-Efficacy Scale, any another other valid scale tool can be considered? Thanks.
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Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997).
Bandura, Albert (1982). "Self-efficacy mechanism in human agency". American Psychologist. 37 (2): 122–147. doi:10.1037/0003-066X.37.2.122
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Hello, I am looking for a valid and standardised test to measure self-efficacy of female athletes for my doctoral thesis. Any suggestions?
Thank you
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Does anyone know of a self-efficacy measure that can assess the well-being of youth growing up in different cultural contexts? My research is looking at the relationship between microaggressions and self-efficacy (social/emotional/academic) of minorities at the high school level. I'm looking right now to use the SEQ-C and the R28REMS scale for microaggressions. I wasn't sure if there was a better self-efficacy scale out there. Thanks.
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I want to find the mediation effect of trainee self efficacy in the relation between organizational support and training transfer. Can any scholar give me 2 or 3 reference regarding the topic?
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Hi all, I have a statistics question. My study includes one categorical IV (between-groups; early level & late level students), and 3 DVs. However, my DVs include 2 continuous variables for knowledge level and self-efficacy and 1 categorical variable (yes/no for identifying trauma correctly). I thought I was going to use a MANOVA until i realized I did not have 3 continuous DVs. Any help would be great!
Thank you,
Lauren
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Dear Lauren ,Madia
To be specific and give you right answer, it is necessary to understand about your research question(s)/hypothesis. Otherwise, it would be a general advice!
If you make clear your research objectives and the questions, we can find the appropriate tools/techniques.
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I want to see that to what extent my two independent variables Emotional Intelligence and Self-Efficacy effect/influence the dependent variable i.e. Teacher Effectiveness. For this, after my reading, I have concluded I should use Regression but again I' m confused that whether to use PLS Regression or SPSS? Also are PLS Regression & PLS-SEM same or different methods?
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Dear colleagues
According to Bandura and others, the sources of individual, collective and domain-specific perceived self-efficacy beliefs are:
- mastery experience
- vicarious experience
- verbal persuasion
- psychological and affective states
Is the same true for general self-efficacy?
Thanks in advance for your help.
Beste wishes
Marcel
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Another paper:
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I'm doing a mixed method study measuring teachers attitudes towards inclusion with the theory of planned behaviour. I adapted some of the questions from Jones (2009) survey on Preservice teacher attitudes and intentions toward an inclusive educational environment, and realised that I didn't include any statements in my survey to measure their intentions.My survey consisted of four scale measuring: teachers' efficacy, attitudes, subjective norms, and perceived behaviour control. Also note that I've discovered this too late after doing most of my initial analysis and writing. I don't know how to solve this, should I change the theory or just add questions on intentions and distribute the survey again and would it be ethical to do so?
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If you don't go for path analysis then you can just use the term 3 major determinants of behavior of TPB. You can see in many papers.
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Can the technical integration ability of pre-service teachers be improved by STEM? If it is a multicultural area, can it highlight the cultural characteristics of the region to improve the self-efficacy of pre-service teachers?
If it can be achieved, what kind of theoretical framework should be used or referenced in the previous tests?
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STEM curriculum is not entirely reliable as a formal curriculum, but can be used it as an enriching curriculum that complements the formal curriculum.
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I am currently writing my dissertation proposal and would like to show the relationship between teachers PD and and self-efficacy.
I know that the data collected for the teachers PD will be categorical data & data collected for self-efficacy will be interval data.
Please send your thoughts/lit reviews about this.
Greatly appreciated!
Thank you!
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Good Answer Reza Biria
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Hello everyone!
I'm working on my master's thesis and conducting a research to investigate the relationship between teacher self efficacy and teaching style. While self-efficacy is continuous, teaching style is nominal. Can I look for a correlation with Pearson r?
Also, self-efficacy has 3 sub dimensions (instructional strategies, classroom management, student engagement) and teaching style has 5 sub dimensions (expert, authority, personal, facilitator, delegator). I want to get a result like: teachers who are highly efficacious in student engagement have delegator teaching style.
I tried to conduct ANOVA but SPSS couldn't run post hoc and homogeneity because there are more than 50 groups in teaching style. (I couldn't exactly get what that means) What should I do?
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You can determine by spearman rho correlation for data that do not meet the distribution of normality and if you want only with the most effective sample you would have to make a cut-off point or segment by groups considering those greater than the 50th percentile point and then make the correlation.
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I am interested in the influence of skill bias perception on employees' self-perception and self-efficacy in the workplace. Looking for test instruments that measure attitude, behavior, and emotion for both the unskilled and skilled workers' population. The objective is to uncover the existence of covert skill bias perception that negatively impact the self-perception and self-efficacy of the unskilled worker population.
Thanks
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I have resources for finding scales here:
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I´m doing research on adherence to lifestyle and medication in Diabetes Mellitus Type 2 patient. I have trouble with finding the following questionnaires. I would be grateful if someone could help me with this.
o Cologne Patient Questionnaire (CPQ)
o Autonomi Preference Index (API)
o Decision Conflict Scale (DCS)
o Sherer General Self-Efficacy Scale (SGSES)
o Psychometric Evaluation of the Adherence in Diabetes Questionnaire (ADQ)
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In case you are still looking for the Cologne questionnnaire. The German version can be found here:
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What is difference between self belief and self efficacy?
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Our paper can shed light on the question:
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There are so many factors influencing students' creative self-efficacy,but what do you think are the main ones?
Thanks for the sharing!
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Is there a scale available free of cost and without copyright issues to evaluate self-efficacy for primary health workers ?
Similarly , are they scales available for evaluating change in social , health and economic outcome in depressed individuals located in low middle income countries ?
If the scales are not available , on constructing these scales can we develop a structured questionnaire assessing social , health and economic outcome in depressed individuals ? If so , what constructs should we undertake ?
Thank you
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http://userpage.fu-berlin.de/~health/selfscal.htm here is the page to self-efficacy scales in many different languages
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I want to study the inflence of feedbcak on creative self-efficacy. And this is an activity of students. They will receive feedback after this activity. But the question is the feedback is given to the group , not to individaul. Because this is a collaborative activity. So how can I do this study?
Thanks for your answering!
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What do you mean by saying "creative self-efficacy"? Yan Tang
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There are several papers addressing asthma management self-efficacy (confidence) among nurses specifically, and other health care providers generally. However, trying to get in contact with them to obtain theses validated tools but could not get a response.
"Developing a scale to measure self-efficacy on asthma teaching for health care providers"
"Asthma management efficacy of school nurses in Taiwan"
These are some of those papers. Can anyone assist me to obtain the tool? and getting in contact with those authors
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That was really really helpful Garry McDonald
I appreciate that
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Is it ok to adopt different Likert sub-scales from different validated questionnaires and put them in one questionnaire? and do I need any validation and reliability tests for that?
I'm trying to see if there is a relation between students' self-esteem, self-efficacy, and sense of belonging and their retention rate, and I'm planning to take those different scales from different sources and put them together in one survey, but I'm not sure if I need to construct any validation and reliability tests for that. Any ideas?
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While we are using different validated questionnaires and transformed them into a single questionnaire then it will be better the calculate its reliability. Also, mention the previous reliabilities of different sections of the questionnaire and your present reliability in the methodology section.
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The Short Scale of Creative Self-Efficacy measures creative personal identity and creative self-efficacy. How should I understand the scores. Do higher numbers mean more?
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I think
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