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efficacy</title> <meta name="description" content="Search results for: self efficacy"> <meta name="keywords" content="self efficacy"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="self efficacy"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1999</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: self efficacy</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1999</span> Self-Esteem, Self-Efficacy and Psychological Distress among the High School Teachers in Afghanistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Jahanara">Mustafa Jahanara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the research was to study the relationship between self-esteem, self-Efficacy with psychological distress in the high school teachers. A total of 245 teachers (92 male and 153 female) in the high school of Kabul and Mazar-e-Sharif from Afghanistan completed inventories General Self-Efficacy, Rosenberg Self-Esteem Scale, and General Health Questionnaire-12 and that assessed their Self-Efficacy, self-esteem with psychological distress. Correlational analysis showed that self-efficacy and self-esteem were significantly and positively correlated with each other. The results of the study indicated that psychological distress is negatively related to self-esteem, and self-efficacy. However, the findings suggest that self-esteem, and self-efficacy could influence on mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school%20teachers" title="high school teachers">high school teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20distress" title=" psychological distress"> psychological distress</a> </p> <a href="https://publications.waset.org/abstracts/67007/self-esteem-self-efficacy-and-psychological-distress-among-the-high-school-teachers-in-afghanistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67007.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1998</span> Analysis of Teachers' Self Efficacy in Terms of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ercan%20Yilmaz">Ercan Yilmaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Murat%20S%C3%BCnb%C3%BCl"> Ali Murat Sünbül</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to investigate teachers’ self-efficacy with regards to their emotional intelligence. The relational model was used in the study. The participant of the study included 194 teachers from secondary schools in Konya, Turkey. In order to assess teachers’ emotional intelligence, “Trait Emotional Intelligence Questionnaire-short Form was implemented. For teachers’ self-efficacy, “Teachers’ Sense of Self-Efficacy Scale” was used. As a result of the study, a significant relationship is available between teachers’ sense of self-efficacy and their emotional intelligence. Teachers’ emotional intelligence enucleates approximate eighteen percent of the variable in dimension named teachers’ self-efficacy for the students’ involvement. About nineteen percent of the variable in dimension “self-efficacy for teaching strategies is represented through emotional intelligence. Teachers’ emotional intelligence demonstrates about seventeen percent of variable aimed at classroom management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/43587/analysis-of-teachers-self-efficacy-in-terms-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43587.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1997</span> Do Formalization and Centralization Influence Self-Efficacy and Its Outcomes? A Study of Direct and Moderating Effects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghulam%20Mustafa">Ghulam Mustafa</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Glavee-Geo"> Richard Glavee-Geo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the relationship between traditional variables of organizational structure (formalization and centralization), employee work related self-efficacy and employee subjective performance. The study further explored the moderating role of formalization and centralization on the link between employee self-efficacy and job performance. Five hypotheses were tested using a sample of employees from a large public organization in Pakistan. The results indicated a significant positive relationship between employee self-efficacy and job performance. Regarding the direct effects of formalization and centralization on self-efficacy, the results showed that formalization relates positively while centralization has a negative impact on self-efficacy. However, the results revealed no empirical evidence to confirm the hypotheses that formalization and centralization strengthen or weaken the relationship between self-efficacy and job performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=centralization" title="centralization">centralization</a>, <a href="https://publications.waset.org/abstracts/search?q=formalization" title=" formalization"> formalization</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20performance" title=" job performance"> job performance</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/32223/do-formalization-and-centralization-influence-self-efficacy-and-its-outcomes-a-study-of-direct-and-moderating-effects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32223.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1996</span> The Effect of Self-Efficacy on Emotional Intelligence and Well-Being among Tour Guides</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Chen-Hua%20Min">Jennifer Chen-Hua Min</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of self-efficacy refers to people’s beliefs in their ability to perform certain behaviors and cope with environmental demands. As such, self-efficacy plays a key role in linking ability to performance. Therefore, this study examines the relationships of self-efficacy, emotional intelligence (EI), and well-being among tour guides, who act as intermediaries between tourists and an unfamiliar environment and significantly influence tourists’ impressions of a destination. Structural equation modeling (SEM) is used to identify the relationships between these factors. The results found that self-efficacy is positively associated with EI and well-being, and a positive link was seen between EI and well-being. This study has practical implications, as the results can facilitate the development of interventions for enhancing tour guides’ EI and self-efficacy competencies, which will benefit them in terms of both enhanced achievements and improved psychological happiness and well-being. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=tour%20guides" title=" tour guides"> tour guides</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence%20%28EI%29" title=" emotional intelligence (EI)"> emotional intelligence (EI)</a> </p> <a href="https://publications.waset.org/abstracts/63002/the-effect-of-self-efficacy-on-emotional-intelligence-and-well-being-among-tour-guides" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63002.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1995</span> Teacher’s Self-Efficacy and Self-Perception of Teaching Professional Competences </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Biasi">V. Biasi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Ciraci"> A. M. Ciraci</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Domenici"> G. Domenici</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Patrizi"> N. Patrizi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present two studies centered on the teacher’s perception of self-efficacy and professional competences. The first study aims to evaluate the levels of self-efficacy as attitude in 200 teachers of primary and secondary schools. Teacher self-efficacy is related to many educational outcomes: such as teachers’ persistence, enthusiasm, commitment and instructional behavior. High level of teacher self-efficacy beliefs enhance student motivation and pupil’s learning level. On this theoretical and empirical basis we are planning a second study oriented to assess teacher self-perception of competences that are linked to teacher self-efficacy. With the CDVR Questionnaire, 287 teachers graduated in Education Sciences in e-learning mode, showed an increase in their self-perception of didactic-evaluation and relational competences and an increased confidence also in their own professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20competence" title="teacher competence">teacher competence</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20self-efficacy" title=" teacher self-efficacy"> teacher self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=selfperception" title=" selfperception"> selfperception</a>, <a href="https://publications.waset.org/abstracts/search?q=self-report%20evaluation" title=" self-report evaluation"> self-report evaluation</a> </p> <a href="https://publications.waset.org/abstracts/22645/teachers-self-efficacy-and-self-perception-of-teaching-professional-competences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22645.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1994</span> Self-Efficacy as a Predictor of Well-Being in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enes%20Erg%C3%BCn">Enes Ergün</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedat%20Geli%CC%87bolu"> Sedat Geli̇bolu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to determine the relationship between self-efficacy and subjective well-being among university students. We are aiming to determine whether self efficacy of university students predicts their subjective well-being and if there is a statistically significant difference among boys and girls in this context. Sample of this study consists of 245 university students from Çanakkale, ages ranging between 17 and 24. 72% (n=171) of the participants were girls and 28% (n=69) boys. Three different scales were utilized as data collection tools that Life Satisfaction Scale, General Self-Efficacy Scale, and Positive Negative Experiences Scale. Pearson correlation coefficient, independent sample t test and simple linear regression were used for data analyses. Results showed that well-being is significantly correlated with self-efficacy and self-efficacy is a statistically significant predictor of well-being too. In terms of gender differences, there is no significant difference between self-efficacy scores of boys and girls which shows the same case with well being scores, as well. Fostering university students' academic, social and emotional self-efficacy will increase their well-being which is very important for young adults especially their freshman years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=positive%20psychology" title="positive psychology">positive psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=subjective%20well%20being" title=" subjective well being"> subjective well being</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/53078/self-efficacy-as-a-predictor-of-well-being-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53078.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1993</span> Comparison of Self-Efficacy and Life Satisfaction in Normal Users and Users with Internet Addiction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mansour%20Abdi">Mansour Abdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadi%20Molaei%20Yasavoli"> Hadi Molaei Yasavoli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to comparison of self- efficacy and life satisfaction in normal users and users with internet addiction. The present study was descriptive and causal-comparative. Therefore, 304 students were selected random sampling method from students of Semnan University and completed questionnaires of internet addiction (young), Self-Efficacy Questionnaire and Life Satisfaction (SWIS). For data analysis was used the Multivariate Analysis of Variance (MANOVA). The results showed that internet addiction users have lower levels of self-efficacy and life satisfaction in comparison with normal users and the difference in p=0/0005 significantly. The findings showed that 78 percent of the variance in the dependent variables of self-efficacy and life satisfaction by grouping variables (internet addiction users and normal) is determined. Finally, considering that the rate of self-efficacy and life satisfaction is effective in the incidence of Internet addiction, it is proposed required measures are taken to enhance self-efficacy and life satisfaction in Internet users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20satisfaction" title=" life satisfaction"> life satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=users" title=" users"> users</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20addiction" title=" internet addiction"> internet addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=normal%20users" title=" normal users"> normal users</a> </p> <a href="https://publications.waset.org/abstracts/24690/comparison-of-self-efficacy-and-life-satisfaction-in-normal-users-and-users-with-internet-addiction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24690.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">491</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1992</span> The Effect of Skin to Skin Contact Immediately to Maternal Breastfeeding Self-Efficacy after Cesarean Section</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Triana">D. Triana</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20N.%20Rachmawati"> I. N. Rachmawati</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Sabri"> L. Sabri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Maternal breastfeeding self-efficacy is positively associated with increased duration of breastfeeding in different cultures and age groups. This study aims to determine the effect of skin-to-skin contact immediately after the cesarean section on maternal breastfeeding self-efficacy. The research design is Posttest quasi-experimental research design only with control groups involving 52 women with consecutive sampling in Langsa-Aceh. The data collected through breastfeeding Self-Efficacy Scale-Short Form. The results of Independent t-test showed a significant difference in the mean values of maternal breastfeeding self-efficacy in the intervention group and the control group (59.00 ± 6.54; 49.62 ± 7.78; p= 0.001). Skin to skin contact is proven to affect the maternal breastfeeding self-efficacy after cesarean section significantly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=breastfeeding%20self-efficacy" title="breastfeeding self-efficacy">breastfeeding self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=cesarean%20section" title=" cesarean section"> cesarean section</a>, <a href="https://publications.waset.org/abstracts/search?q=skin%20to%20skin%20contact" title=" skin to skin contact"> skin to skin contact</a>, <a href="https://publications.waset.org/abstracts/search?q=immediately" title=" immediately"> immediately</a> </p> <a href="https://publications.waset.org/abstracts/32533/the-effect-of-skin-to-skin-contact-immediately-to-maternal-breastfeeding-self-efficacy-after-cesarean-section" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">376</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1991</span> “Self-efficacy, Task value and Metacognitive Self-regulation as Predictors of English Language Achievement”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omar%20Baissane%20and">Omar Baissane and</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Zaid"> Hassan Zaid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to determine whether self-efficacy, task value, and metacognitive self-regulation predict students’ English language achievement among Vietnamese high school students. In this non-experimental quantitative study, 403 Vietnamese random participants were required to fill out the Motivated Strategies for Learning Questionnaire to measure self-efficacy, task value and metacognitive self-regulation. Criterion for English language achievement was the final grade that students themselves reported. The results revealed that, unlike metacognitive self-regulation, self-efficacy and task value were significantly correlated with language achievement. Moreover, the findings showed that self-efficacy was the only significant predictor of language achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20achievement" title="language achievement">language achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20self-regulation" title=" metacognitive self-regulation"> metacognitive self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=predictor" title=" predictor"> predictor</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20value" title=" task value"> task value</a> </p> <a href="https://publications.waset.org/abstracts/178284/self-efficacy-task-value-and-metacognitive-self-regulation-as-predictors-of-english-language-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178284.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1990</span> The Relationship between School Belonging, Self-Efficacy and Academic Achievement in Tabriz High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Pari">F. Pari</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Fathiazar"> E. Fathiazar</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Hashemi"> T. Hashemi</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Pari"> M. Pari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed to examine the role of self-efficacy and school belonging in the academic achievement of Tabriz high school students in grade 11. Therefore, using a random cluster method, 377 subjects were selected from the whole students of Tabriz high schools. They filled in the School Belonging Questionnaire (SBQ) and General Self-Efficacy Scale. Data were analyzed using correlational as well as multiple regression methods. Findings demonstrate self-efficacy and school belonging have significant roles in the prediction of academic achievement. On the other hand, the results suggest that considering the gender variable there is no significant difference between self-efficacy and school belonging. On the whole, cognitive approaches could be effective in the explanation of academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=high%20school" title=" high school"> high school</a> </p> <a href="https://publications.waset.org/abstracts/3828/the-relationship-between-school-belonging-self-efficacy-and-academic-achievement-in-tabriz-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3828.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1989</span> Examining the Relationship between Family Functioning and Perceived Self-Efficacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fenni%20Sim">Fenni Sim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: The purpose of the study is to examine the relationship between family functioning and level of self-efficacy: how family functioning can potentially affect self-efficacy which will eventually lead to better clinical outcomes. The hypothesis was ‘Patients on haemodialysis with perceived higher family functioning are more likely to have higher perceived level of self-efficacy’. Methods: The study was conducted with a mixed methodology of quantitative and qualitative data collection of survey and semi-structured interview respectively. The General Self-Efficacy scale and SCORE-15 were self-administered by participants. The data will be analysed with correlation analysis method using Microsoft Excel. 79 patients were recruited for the study through random sampling. 6 participants whose results did not reflect the hypothesis were then recruited for the qualitative study. Interpretive phemenological analysis was then used to analyse the qualitative data. Findings: The hypothesis was accepted that higher family functioning leads to higher perceived self-efficacy. The correlation coefficient of -0.21 suggested a mild correlation between the two variables. However, only 4.6% of the variation in perceived self-efficacy is accounted by the variation in family functioning. The qualitative study extrapolated three themes that might explain the variations in the outliers: (1) level of physical functioning affects perceived self-efficacy, (2) instrumental support from family influenced perceived level of family functioning, and self-efficacy, (3) acceptance of illness reflects higher level of self-efficacy. Conclusion: While family functioning does have an impact on perceived self-efficacy, there are many intrapersonal and physical factors that may affect self-efficacy. The concepts of family functioning and self-efficacy are more appropriately seen as complementing each other to help a patient in managing his illness. Healthcare social workers can look at how family functioning is supporting the individual needs of patients with different trajectory of ESRD and the support we can provide to improve one’s self-efficacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chronic%20kidney%20disease" title="chronic kidney disease">chronic kidney disease</a>, <a href="https://publications.waset.org/abstracts/search?q=coping%20of%20illness" title=" coping of illness"> coping of illness</a>, <a href="https://publications.waset.org/abstracts/search?q=family%20functioning" title=" family functioning"> family functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20efficacy" title=" self efficacy"> self efficacy</a> </p> <a href="https://publications.waset.org/abstracts/90926/examining-the-relationship-between-family-functioning-and-perceived-self-efficacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1988</span> Measuring the Academic Self-Efficacy of Undergraduates: The Role of Gender and Academic Year Experience </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vilani%20Sachitra">Vilani Sachitra</a>, <a href="https://publications.waset.org/abstracts/search?q=Udari%20Bandara"> Udari Bandara </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Self-efficacy beliefs provide the foundation for human motivation, well-being, and personal accomplishment. This study measured the levels of academic self-efficacy of undergraduates and also examined whether there any differences in academic self-efficacy with respect to gender and academic year. A structured questionnaire was employed to collect data from undergraduates who enrolled the Bachelor of Commerce degree programme at the University of Sri Jayewardenepura. The outcome of the study revealed that undergraduates lacked the confidence to ask and answer questions, seek help from lecturers, have a study plan and engage in academic discussion and note-taking. However, the findings also demonstrated that undergraduates were not hesitant about seeking help from friends, had confidence on meeting the deadlines and completing the degree within four years. Interestingly, females displayed higher academic self-efficacy than males. Specifically, the data were supported to conclude that there were significant differences in academic self-efficacy with respect to academic years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20year" title="academic year">academic year</a>, <a href="https://publications.waset.org/abstracts/search?q=bachelor%20of%20commerce%20undergraduates" title=" bachelor of commerce undergraduates"> bachelor of commerce undergraduates</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/71035/measuring-the-academic-self-efficacy-of-undergraduates-the-role-of-gender-and-academic-year-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">358</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1987</span> Investigating the Relationship between Emotional Intelligence and Self-Efficacy of Physical Education Teachers in Ilam Province</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Heyrani">Ali Heyrani</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Saidyousefi"> Maryam Saidyousefi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to investigate the relationship between emotional intelligence and Self-Efficacy of physical education teachers in Ilam province. The research method is descriptive correlational. The study participants were of 170 physical education teachers (90 males, 80 females) with an age range of 20 to 50 years, who were selected randomly. The instruments for data collection were Emotional Intelligence Questionnaire Bar-on (1997) to assess the Emotional Intelligence teachers and Self-Efficacy Questionnaire to measure their Self-Efficacy. The questionnaires used in the interior are reliable and valid. To analyze the data, descriptive statistics and inferential tests (Kolmogorov-Smirnov test, Pearson correlation and multiple regression) at a significance level of P <0/ 05 were used. The Results showed that there is a significant positive relationship between totall emotional intelligence and Self-Efficacy of teachers, so the more emotional intelligence of physical education teachers the better the extent of Self-Efficacy. Also, the results arising from regression analysis gradually showed that among components of emotional intelligence, three components, the General Mood, Adaptability, and Interpersonal Communication to Self-Efficacy are of a significant positive relationship and are able to predict the Self-Efficacy of physical education teachers. It seems the application of this study ҆s results can help to education authorities to promote the level of teachers’ emotional intelligence and therefore the improvement of their Self-Efficacy and success in learners’ teaching and training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teachers" title=" physical education teachers"> physical education teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilam%20province" title=" Ilam province"> Ilam province</a> </p> <a href="https://publications.waset.org/abstracts/14905/investigating-the-relationship-between-emotional-intelligence-and-self-efficacy-of-physical-education-teachers-in-ilam-province" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14905.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">522</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1986</span> The Association between Self-Efficacy and Hypertension Self-Care Behavior among Patients with Hypertension</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fazel%20Zinat%20Motlagh">Fazel Zinat Motlagh</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Chaman"> Reza Chaman</a>, <a href="https://publications.waset.org/abstracts/search?q=Rashid%20Ghafari"> Rashid Ghafari</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Behzad"> Zahra Behzad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Ali%20Eslami"> Ahmad Ali Eslami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Chronic disease management requires the individual to perform several self-care behaviors. Self-efficacy, a widely used psychosocial concept, is associated with the ability to manage chronic disease. In this study, we examine the association between self-efficacy and self-care behaviors related to hypertension. Methods: In this cross-sectional study, conducted in Kohgiluye Boyer Ahmad province, the south of Iran, a total of 1836 hypertension patients, were randomly selected and participated in the study. Self-care behavior was measured with using H-SCALE (Hypertension Self-Care Activity Level Effects). Logistic regression conducted to detect correlation between self-efficacy and adherence to hypertension self-care behaviors. Results: Less than half (40.8%) of the participants reported that they have good self-efficacy to manage hypertension. Good self-efficacy was significantly associated with improve in adherence to medication (95% CI: 1.68, 1.83), eating a low-salt diet (95% CI: 1.44–1.73), physical activity (95% CI: 1.39–1.55), quit smoking (95% CI: 0.38–0.47), and weight management techniques (95% CI: 0.66–0.82). Conclusion: Hypertension self-efficacy was associated with adherence to self-care behaviors among adult with hypertension. According to our finding hypertension is a manageable condition. Self-efficacy is important factor in adherence with self-care behaviors related with hypertension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=hypertension" title=" hypertension"> hypertension</a>, <a href="https://publications.waset.org/abstracts/search?q=self-care" title=" self-care"> self-care</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a> </p> <a href="https://publications.waset.org/abstracts/33738/the-association-between-self-efficacy-and-hypertension-self-care-behavior-among-patients-with-hypertension" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33738.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">545</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1985</span> Examining EFL Teachers' Level of Self-Efficacy for Teaching English in Language Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mirsanjari">Zahra Mirsanjari</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Reza%20Baradaran"> Mohammad Reza Baradaran</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehdi%20Rastegari%20Ghiri"> Mehdi Rastegari Ghiri </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom management, student engagement, and oral English language use. It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Self-efficacy" title="Self-efficacy">Self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a> </p> <a href="https://publications.waset.org/abstracts/32647/examining-efl-teachers-level-of-self-efficacy-for-teaching-english-in-language-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">529</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1984</span> A Study on Pre-Service English Language Teacher's Language Self-Efficacy and Goal Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ertekin%20Kotbas">Ertekin Kotbas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Foreign Language (EFL) is on the front burner of many countries in the world, in particular for English Language Teaching departments that train EFL teachers. Under the head of motivational theories in foreign language education, there are numerous researches in literature. However; researches comprising English Language Self-Efficacy and Teachers’ Learning Goal Orientation which has a positive impact on learning teachings skills are scarce. Examination of these English Language self-efficacy beliefs and Learning Goal Orientations of Pre-Service EFL Teachers may broaden the horizons, in consideration the importance of self-efficacy and goal orientation on learning and teaching activities. At this juncture, the present study aims to investigate the relationship between English Language Self-Efficacy and Teachers’ Learning Goal Orientation from Turkish context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20goal%20orientation" title=" learning goal orientation"> learning goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/59758/a-study-on-pre-service-english-language-teachers-language-self-efficacy-and-goal-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59758.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">492</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1983</span> Examining EFL Teachers Level of Self-efficacy for Teaching English in Language Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Mirsanjari">Zahra Mirsanjari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research in the field of education has widely documented that teachers’ sense of efficacy has strong impacts on various aspects of teaching and learning. The present study is an attempt to examine Iranian EFL teachers’ degree of self-efficacy for teaching English. The data required for the study was gathered from Iranian EFL teachers teaching English as a foreign language in different schools and language institutes in Iran. Data were collected using Teacher’s Sense of Efficacy Scale (TSES). Results identified four dimensions of teachers’ English teaching-specific sense of efficacy: instructional strategies, classroom Management, Student Engagement, and Oral English Language Use.It was also found that teachers rated their self-efficacy in teaching English at a moderate level in the dimensions of instructional strategies, classroom management, and student engagement. Results have implications for language teachers and practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20teaching" title=" English Language teaching"> English Language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teachers%20and%20practitioners." title=" language teachers and practitioners."> language teachers and practitioners.</a> </p> <a href="https://publications.waset.org/abstracts/36289/examining-efl-teachers-level-of-self-efficacy-for-teaching-english-in-language-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1982</span> Factors that Contribute to the Improvement of the Sense of Self-Efficacy of Special Educators in Inclusive Settings in Greece</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sotiria%20Tzivinikou">Sotiria Tzivinikou</a>, <a href="https://publications.waset.org/abstracts/search?q=Dimitra%20Kagkara"> Dimitra Kagkara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher’s sense of self-efficacy can affect significantly both teacher’s and student’s performance. More specific, self-efficacy is associated with the learning outcomes as well as student’s motivation and self-efficacy. For example, teachers with high sense of self-efficacy are more open to innovations and invest more effort in teaching. In addition to this, effective inclusive education is associated with higher levels of teacher’s self-efficacy. Pre-service teachers with high levels of self-efficacy could handle student’s behavior better and more effectively assist students with special educational needs. Teacher preparation programs are also important, because teacher’s efficacy beliefs are shaped early in learning, as a result the quality of teacher’s education programs can affect the sense of self-efficacy of pre-service teachers. Usually, a number of pre-service teachers do not consider themselves well prepared to work with students with special educational needs and do not have the appropriate sense of self-efficacy. This study aims to investigate the factors that contribute to the improvement of the sense of self-efficacy of pre-service special educators by using an academic practicum training program. The sample of this study is 159 pre-service special educators, who also participated in the academic practicum training program. For the purpose of this study were used quantitative methods for data collection and analysis. Teacher’s self-efficacy was assessed by the teachers themselves with the completion of a questionnaire which was based on the scale of Teacher’s Sense of Efficacy Scale. Pre and post measurements of teacher’s self-efficacy were taken. The results of the survey are consistent with those of the international literature. The results indicate that a significant number of pre-service special educators do not hold the appropriate sense of self-efficacy regarding teaching students with special educational needs. Moreover, a quality academic training program constitutes a crucial factor for the improvement of the sense of self-efficacy of pre-service special educators, as additional for the provision of high quality inclusive education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title="inclusive education">inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service" title=" pre-service"> pre-service</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=training%20program" title=" training program"> training program</a> </p> <a href="https://publications.waset.org/abstracts/87314/factors-that-contribute-to-the-improvement-of-the-sense-of-self-efficacy-of-special-educators-in-inclusive-settings-in-greece" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1981</span> Factor Analysis of Self-Efficacy among Traniees in the National Service for the Healthy Lifestyle Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuzsep%20Almigo">Nuzsep Almigo</a>, <a href="https://publications.waset.org/abstracts/search?q=Md%20Amin%20Md%20Taff"> Md Amin Md Taff</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusop%20Ahmad"> Yusop Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Norkhalid%20Salimin"> Norkhalid Salimin</a>, <a href="https://publications.waset.org/abstracts/search?q=Gunathevan%20Elumalai"> Gunathevan Elumalai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aimed to determine the level of self-efficacy in obese trainees before and after the Healthy Lifestyle Program. Self-efficacy is defined as the feeling, belief, perception, belief in the ability to cope with a particular situation that will influence the way individuals cope with the situation. Research instrument used was self efficacy questionnaire consisting of four main factors: (i) cognitive (abilities in a positive and realistic attitudes to the potential of to perform the duties, restrictions, or social desire), (ii) effective (mental management ability, feeling and mood), (iii) motivation (determination and the level of ability to achieve the purpose or goal), and (iv) selective (ability to choose the social conditions confronting and adapting to situations). The study sample consisted of 118 trainees from Healthy Lifestyle Program. The analysis showed there was a significant difference in self-efficacy before and after the Healthy Lifestyle Program (p = 0.00) indicated by increasing self-efficacy in the program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20efficacy" title="self efficacy">self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=affective" title=" affective"> affective</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=selective" title=" selective"> selective</a> </p> <a href="https://publications.waset.org/abstracts/2871/factor-analysis-of-self-efficacy-among-traniees-in-the-national-service-for-the-healthy-lifestyle-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1980</span> The Developmental Model of Self-Efficacy Emotional Intelligence and Social Maturity among High School Boys and Girls</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shrikant%20Chavan">Shrikant Chavan</a>, <a href="https://publications.waset.org/abstracts/search?q=Vikas%20Minchekar"> Vikas Minchekar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study examined the self-efficacy, emotional intelligence and social maturity of High school boys and girls. Furthermore, study aimed at to foster the self-efficacy, emotional intelligence and social maturity of high school students. The study was conducted on 100 high school students, out of which 50 boys and 50 girls were selected through simple random sampling method from the Sangli city of Maharashtra state, India. The age range of the sample is 14 to 16 years. Self-efficacy scale developed by Jesusalem Schwarzer, Emotional intelligence scale developed by Hyde, Pethe and Dhar and social maturity scale developed by Rao were administered to the sample. Data was analyzed using mean, SD and ‘t’ test further Karl Pearson’s product moment, correlation of coefficient was used to know the correlation between emotional intelligence, self-efficacy, and social maturity. Results revealed that boys and girls did not differ significantly in their self-efficacy and social maturity. Further, the analysis revealed that girls are having high emotional intelligence compared to boys, which is significant at 0.01 level. It is also found that there is a significant and positive correlation between self-efficacy and emotional intelligence, self-efficacy and social maturity and emotional intelligence and social maturity. Some developmental strategies to strengthen the self-efficacy, emotional intelligence and social maturity of high school students are suggested in the study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20maturity" title=" social maturity"> social maturity</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20model%20and%20high%20school%20students" title=" developmental model and high school students"> developmental model and high school students</a> </p> <a href="https://publications.waset.org/abstracts/60787/the-developmental-model-of-self-efficacy-emotional-intelligence-and-social-maturity-among-high-school-boys-and-girls" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">468</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1979</span> Relationship between the Level of Perceived Self-Efficacy of Children with Learning Disability and Their Mother’s Perception about the Efficacy of Their Child, and Children’s Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Payal%20Maheshwari">Payal Maheshwari</a>, <a href="https://publications.waset.org/abstracts/search?q=Maheaswari%20Brindavan"> Maheaswari Brindavan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed at studying the level of perceived self-efficacy of children with learning disability and their mother’s perception about the efficacy of the child and the relationship between the two. The study further aimed at finding out the relationship between the level of perceived self-efficacy of children with learning disability and their academic achievement and their mother’s perception about the Efficacy of the child and child’s Academic Achievement. The sample comprised of 80 respondents (40 children with learning disability and their mothers). Children with learning disability as their primary condition, belonging to middle or upper middle class, living with both the parents, residing in Mumbai and their mothers were selected. Purposive or judgmental and snowball sampling technique was used to select the sample for the present study. Proformas in the form of questionnaires were used to obtain the background information of the children with learning disability and their mother’s. A self-constructed Mother’s Perceived Efficacy of their Child Assessment Scale was used to measure mothers perceived level of efficacy of their child with learning disability. Self-constructed Child’s Perceived Self-Efficacy Assessment Scale was used to measure the level of child’s perceived self-efficacy. Academic scores of the child were collected from the child’s parents or teachers and were converted into percentage. The data were analyzed quantitatively using frequencies, mean and standard deviation. Correlations were computed to ascertain the relationships between the different variables. The findings revealed that majority of the mother’s perceived efficacy about their child with learning disability was above average as well as majority of the children with learning disability also perceived themselves as having above average level of self-efficacy. Further in the domains of self-regulated learning and emotional self-efficacy majority of the mothers perceived their child as having average or below average efficacy, 50% of the children also perceived their self-efficacy in the two domains at average or below average level. A significant (r=.322, p < .05) weak correlation (Spearman’s rho) was found between mother’s perceived efficacy about their child, and child’s perceived self-efficacy and a significant (r=.377, p < .01) weak correlation (Pearson Correlation) was also found between mother’s perceived efficacy about their child and child’s academic achievement. Significant weak positive correlation was found between child’s perceived self-efficacy and academic achievement (r=.332, p < .05). Based on the findings, the study discussed the need for intervention program for children in non-academic skills like self-regulation and emotional competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20disability" title="learning disability">learning disability</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20self%20efficacy" title=" perceived self efficacy"> perceived self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=mothers" title=" mothers"> mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a> </p> <a href="https://publications.waset.org/abstracts/70921/relationship-between-the-level-of-perceived-self-efficacy-of-children-with-learning-disability-and-their-mothers-perception-about-the-efficacy-of-their-child-and-childrens-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70921.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1978</span> A Study on Pre-Service English Teachers' Language Self Efficacy and Learning Goal Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erteki%CC%87n%20Kotba%C5%9F">Erteki̇n Kotbaş</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching English as a Foreign Language (EFL) is on the front burner of many countries in the world, in particular for English language teaching departments that train EFL teachers. Under the head of motivational theories in foreign language education, there are numerous researches in literature. However; researches comprising English language self-efficacy and teachers’ learning goal orientation which has a positive impact on learning teachings skills are scarce. Examination of these English language self-efficacy beliefs and learning goal orientations of pre-service EFL teachers may broaden the horizons, considering the importance of self-efficacy and goal orientation on learning and teaching activities. At this juncture, present study aims to investigate the strong relationship between English language self efficacy and teachers’ learning goal orientation from Turkish context in addition to teacher students’ grade factor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language" title="English language">English language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20goal%20orientation" title=" learning goal orientation"> learning goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20efficacy" title=" self efficacy"> self efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/43834/a-study-on-pre-service-english-teachers-language-self-efficacy-and-learning-goal-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43834.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1977</span> Involvement in Health Policy and Political Efficacy among Hospital Nurses in Jordan: A Descriptive Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raeda%20F.%20Abualrub">Raeda F. Abualrub</a>, <a href="https://publications.waset.org/abstracts/search?q=Amani%20Abdulnabi"> Amani Abdulnabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The aims of this study were to (a) examine the levels of nurses' political efficacy and involvement in health policy; and (b) explore the relationships between political efficacy, involvement in health policy, and participants’ background variables. Background: Nurses as citizens and health care providers have the right to express their opinions and beliefs in regard to issues that are concerned with the health care system or the public health domain. Methods: A descriptive, cross-sectional design using was utilized. A self-administered questionnaire (Political Efficacy Scale & Involvement in Health Policy Scale) was completed by a convenience sample of 302 nurses. Results: The results of this study showed low levels of involvement in health policy and political efficacy and a positive weak correlation between political efficacy and involvement in health policy. The perceived level of political efficacy was associated positively with nurses’ age and experience. Conclusions: Nurse administrators and managers may empower, support, and encourage nurses to enhance their involvement in health policy. Implications for Nursing Management: The findings have implications for nursing leaders and administrators to design appropriate strategies to enhance nurses’ involvement in health policy development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20policy" title="health policy">health policy</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan" title=" Jordan"> Jordan</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20efficacy" title=" political efficacy"> political efficacy</a> </p> <a href="https://publications.waset.org/abstracts/152691/involvement-in-health-policy-and-political-efficacy-among-hospital-nurses-in-jordan-a-descriptive-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152691.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1976</span> Factors Predicting Preventive Behavior for Osteoporosis in University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thachamon%20Sinsoongsud">Thachamon Sinsoongsud</a>, <a href="https://publications.waset.org/abstracts/search?q=Noppawan%20Piaseu"> Noppawan Piaseu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This predictive study was aimed to 1) describe self efficacy for risk reduction and preventive behavior for osteoporosis, and 2) examine factors predicting preventive behavior for osteoporosis in nursing students. Through purposive sampling, the sample included 746 nursing students in a public university in Bangkok, Thailand. Data were collected by a self-reported questionnaire on self efficacy and preventive behavior for osteoporosis. Data were analyzed using descriptive statistics and multiple regression analysis with stepwise method. Results revealed that majority of the students were female (98.3%) with mean age of 19.86 + 1.26 years. The students had self efficacy and preventive behavior for osteoporosis at moderate level. Self efficacy and level of education could together predicted 35.2% variance of preventive behavior for osteoporosis (p< .001). Results suggest approaches for promoting preventive behavior for osteoporosis through enhancing self efficacy among nursing students in a public university in Bangkok, Thailand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=osteoporosis" title="osteoporosis">osteoporosis</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=preventive%20behavior" title=" preventive behavior"> preventive behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a> </p> <a href="https://publications.waset.org/abstracts/6160/factors-predicting-preventive-behavior-for-osteoporosis-in-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1975</span> The Effects of Self-Efficacy on Challenge and Threat States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadine%20Sammy">Nadine Sammy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mark%20Wilson"> Mark Wilson</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20Vine"> Samuel Vine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Theory of Challenge and Threat States in Athletes (TCTSA) states that self-efficacy is an antecedent of challenge and threat. These states result from conscious and unconscious evaluations of situational demands and personal resources and are represented by both cognitive and physiological markers. Challenge is considered a more adaptive stress response as it is associated with a more efficient cardiovascular profile, as well as better performance and attention effects compared with threat. Self-efficacy is proposed to influence challenge/threat because an individual’s belief that they have the skills necessary to execute the courses of action required to succeed contributes to a perception that they can cope with the demands of the situation. This study experimentally examined the effects of self-efficacy on cardiovascular responses (challenge and threat), demand and resource evaluations, performance and attention under pressurised conditions. Forty-five university students were randomly assigned to either a control (n=15), low self-efficacy (n=15) or high self-efficacy (n=15) group and completed baseline and pressurised golf putting tasks. Self-efficacy was manipulated using false feedback adapted from previous studies. Measures of self-efficacy, cardiovascular reactivity, demand and resource evaluations, task performance and attention were recorded. The high self-efficacy group displayed more favourable cardiovascular reactivity, indicative of a challenge state, compared with the low self-efficacy group. The former group also reported high resource evaluations, but no task performance or attention effects were detected. These findings demonstrate that levels of self-efficacy influence cardiovascular reactivity and perceptions of resources under pressurised conditions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cardiovascular" title="cardiovascular">cardiovascular</a>, <a href="https://publications.waset.org/abstracts/search?q=challenge" title=" challenge"> challenge</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=threat" title=" threat"> threat</a> </p> <a href="https://publications.waset.org/abstracts/75000/the-effects-of-self-efficacy-on-challenge-and-threat-states" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75000.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1974</span> The Effectiveness of Lesson Study via Learning Communities in Increasing Instructional Self-Efficacy of Beginning Special Educators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20D.%20Hampton">David D. Hampton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lesson study is used as an instructional technique to promote both student and faculty learning. However, little is known about the usefulness of learning communities in supporting results of lesson study on the self-efficacy and development for tenure-track faculty. This study investigated the impact of participation in a lesson study learning community on 34 new faculty members at a mid-size Midwestern University, specifically regarding implementing lesson study evaluations by new faculty on their reported self-efficacy. Results indicate that participation in a lesson study learning community significantly increased faculty members’ lesson study self-efficacy as well as grant and manuscript production over one academic year. Suggestions for future lesson study around faculty learning communities are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lesson%20study" title="lesson study">lesson study</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20community" title=" learning community"> learning community</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20study%20self-efficacy" title=" lesson study self-efficacy"> lesson study self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20faculty" title=" new faculty"> new faculty</a> </p> <a href="https://publications.waset.org/abstracts/132094/the-effectiveness-of-lesson-study-via-learning-communities-in-increasing-instructional-self-efficacy-of-beginning-special-educators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132094.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">150</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1973</span> Happiness, Life Satisfaction, Self-Efficacy, Coping Strategies and Perceived Stress among High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Jahanara">Mustafa Jahanara</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Shahbakhti"> Mohsen Shahbakhti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study examined the relationship between happiness, life satisfaction, self-efficacy, coping strategies and perceived stress among high school students, Eshtehard city, Alboez province, Iran. One hundred and sixty-seven high school students were asked to complete the Subjective Happiness scale (SHS), The Satisfaction with Life Scale (SWLS), General Self-efficacy (GSE), the Brief COPE, and Perceived Stress Scale (PSS). Results revealed a positive correlation between happiness with life satisfaction, self-efficacy, problem-focused coping, adopted coping and it was a negative correlation with stress. Self-efficacy is a significant positive correlated with life satisfaction, problem-focused coping and it is negative correlated with stress. However, the findings suggest that self-efficacy and problem-focused coping could influence on happiness and life satisfaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=happiness" title="happiness">happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20satisfaction" title=" life satisfaction"> life satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20stress%20and%20coping%20strategies" title=" perceived stress and coping strategies"> perceived stress and coping strategies</a> </p> <a href="https://publications.waset.org/abstracts/33664/happiness-life-satisfaction-self-efficacy-coping-strategies-and-perceived-stress-among-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">537</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1972</span> Associations between Game Users and Life Satisfaction: The Role of Self-Esteem, Self- Efficacy and Social Capital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hye%20Rim%20Lee">Hye Rim Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Eui%20Jun%20Jeong"> Eui Jun Jeong</a>, <a href="https://publications.waset.org/abstracts/search?q=Ji%20Hye%20Yoo"> Ji Hye Yoo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study makes an integrated investigation on how life satisfaction is associated with the Korean game users' psychological variables (self-esteem, game and life self- efficacy), social variables (bonding and bridging social capital), and demographic variables (age, gender). The data used for the empirical analysis came from a representative sample survey conducted in South Korea. Results show that self-esteem and game efficacy were an important antecedent to the degree of users’ life satisfaction. Both bonding social capital and bridging social capital enhance the level of the users’ life satisfaction. The importance of perspectives as well as their implications for the game users and further associated research, are explored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=life%20satisfaction" title="life satisfaction">life satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20efficacy" title=" game efficacy"> game efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=life-efficacy" title=" life-efficacy"> life-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a> </p> <a href="https://publications.waset.org/abstracts/31327/associations-between-game-users-and-life-satisfaction-the-role-of-self-esteem-self-efficacy-and-social-capital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">589</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1971</span> Self-Efficacy Perceptions and the Attitudes of Prospective Teachers towards Assessment and Evaluation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M%C3%BCnevver%20Ba%C5%9Fman">Münevver Başman</a>, <a href="https://publications.waset.org/abstracts/search?q=Ezel%20Tav%C5%9Fanc%C4%B1l"> Ezel Tavşancıl</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Making the right decisions about students depends on teachers’ use of the assessment and evaluation techniques effectively. In order to do that, teachers should have positive attitudes and adequate self-efficacy perception towards assessment and evaluation. The purpose of this study is to investigate relationship between self-efficacy perception and the attitudes of prospective teachers towards assessment and evaluation and what kind of differences these issues have in terms of a variety of demographic variables. The study group consisted of 277 prospective teachers who have been studying in different departments of Marmara University, Faculty of Education. In this study, ‘Personal Information Form’, ‘A Perceptual Scale for Measurement and Evaluation of Prospective Teachers Self-Efficacy in Education’ and ‘Attitudes toward Educational Measurement Inventory’ are applied. As a result, positive correlation was found between self-efficacy perceptions and the attitudes of prospective teachers towards assessment and evaluation. Considering different departments, there is a significant difference between the mean score of attitudes of prospective teachers and between the mean score of self-efficacy perceptions of them. However, considering variables of attending statistics class and the class types at the graduated high school, there is no significant difference between the mean score of attitudes of prospective teachers and between the mean score of self-efficacy perceptions of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teacher" title=" prospective teacher"> prospective teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a> </p> <a href="https://publications.waset.org/abstracts/43379/self-efficacy-perceptions-and-the-attitudes-of-prospective-teachers-towards-assessment-and-evaluation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43379.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">306</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1970</span> Academic Achievement Differences in Grandiose and Vulnerable Narcissists and the Mediating Effects of Self-Esteem and Self-Efficacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amber%20Dummett">Amber Dummett</a>, <a href="https://publications.waset.org/abstracts/search?q=Efstathia%20Tzemou"> Efstathia Tzemou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Narcissism is a personality trait characterized by selfishness, entitlement, and superiority. Narcissism is split into two subtypes, grandiose narcissism (GN) and vulnerable narcissism (VN). Grandiose narcissists are extraverted and arrogant, while vulnerable narcissists are introverted and insecure. This study investigates the psychological mechanisms that lead to differences in academic achievement (AA) between grandiose and vulnerable narcissists, specifically the mediating effects of self-esteem and self-efficacy. While narcissism is considered to be a negative trait, one of the Dark Triads, GN, has been found to have some benefits; therefore, this study considers if better AA is one of them. Moreover, further research into VN is essential to fully compare and contrast it with GN. We hypothesize that grandiose narcissists achieve higher marks due to having high self-esteem and self-efficacy. In comparison, we hypothesize that vulnerable narcissists underperform and achieve lower marks due to having low self-esteem and self-efficacy. Two online surveys were distributed to undergraduate university students. The first was a collection of scales measuring the mentioned dimensions and semester one AA, and the second investigated end of year AA. Sequential mediation analyses were conducted using the gathered data. Our analysis shows that neither self-esteem nor self-efficacy mediates the relationship between GN and AA. GN positively predicts self-esteem but has no relationship with self-efficacy. Self-esteem does not mediate the relationship between VN and AA. VN has a negative indirect effect on AA via self-efficacy, and VN negatively predicts self-esteem. Self-efficacy positively predicts AA. GN does not affect AA through the mediation of self-esteem and then self-efficacy, and neither does VN in this way. Overall, having grandiose or vulnerable narcissistic traits does not affect students’ AA. However, being highly efficacious does lead to academic success; therefore, universities should employ methods to improve the self-efficacy of their students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=grandiose%20narcissism" title=" grandiose narcissism"> grandiose narcissism</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerable%20narcissism" title=" vulnerable narcissism"> vulnerable narcissism</a> </p> <a href="https://publications.waset.org/abstracts/145305/academic-achievement-differences-in-grandiose-and-vulnerable-narcissists-and-the-mediating-effects-of-self-esteem-and-self-efficacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145305.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=self%20efficacy&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=self%20efficacy&page=3">3</a></li> <li class="page-item"><a class="page-link" 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