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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Self-Efficacy</h1><div class="u-tcGrayDark">36,920 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Self-Efficacy</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Self-Efficacy">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Self-Efficacy/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Self-Efficacy/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Self-Efficacy/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Self-Efficacy">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44374487" data-work_id="44374487" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44374487/Transtheoretical_model_as_a_framework_for_promoting_cardiovascular_health_through_behaviour_change_a_systematic_review_Introduction_Cardiovascular_disease_CVD_remains_the_single">Transtheoretical model as a framework for promoting cardiovascular health through behaviour change: a systematic review Introduction: Cardiovascular disease (CVD) remains the single</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Transtheoretical model as a framework for promoting cardiovascular health through behaviour change: a systematic review Introduction: Cardiovascular disease (CVD) remains the single leading cause of death around the globe. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44374487" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Transtheoretical model as a framework for promoting cardiovascular health through behaviour change: a systematic review Introduction: Cardiovascular disease (CVD) remains the single leading cause of death around the globe. The Transtheoretical model (TTM) is a successful framework for guiding behaviour change programmes for several health behaviours, yet there are limited reviews on how TTM has been used to facilitate behaviour change associated with reduced CVD. Therefore, the aims of this systematic review are to determine (i) how TTM has been used in promoting physical activity, fruit and vegetable consumption, and smoking cessation and (ii) gaps in knowledge in the use of stage-based model to improve physical activity, intake of fruit and vegetables, and smoking cessation. Materials and Methods: The approach to this systematic review was informed by current recommendations known as Preferred Reporting Items for Systematic Reviews and Meta-analysis Approach (PRISMA). Results: Constructs of TTM were used in the design of studies, facilitation of health behaviour change, monitoring of change in the movement of the participants across the change continuum, and evaluation of the effectiveness of health behaviour programmes. TTM was incorporated with other models, including Health Belief Model (HBM), social-ecological model, and social cognitive theory to facilitate behaviour change. There were limited studies that used all the four constructs of TTM to promote health behaviour change. ABSTRACT IRJPH: <a href="https://escipub.com/international-research-journal-of-public-health/" rel="nofollow">https://escipub.com/international-research-journal-of-public-health/</a> 1 Ejiofor A. Ezika and Adaobi Nwankwo-Ezika, IRJPH, 2020; 4:46 IRJPH: <a href="https://escipub.com/international-research-journal-of-public-health/" rel="nofollow">https://escipub.com/international-research-journal-of-public-health/</a> 2</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44374487" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2b9f2a1c20e59fd1f355d5659bc0ccad" rel="nofollow" data-download="{"attachment_id":64774635,"asset_id":44374487,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64774635/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6278090" href="https://westscotland.academia.edu/EjioforEzika">Ejiofor A Ezika, PhD</a><script data-card-contents-for-user="6278090" type="text/json">{"id":6278090,"first_name":"Ejiofor","last_name":"Ezika, PhD","domain_name":"westscotland","page_name":"EjioforEzika","display_name":"Ejiofor A Ezika, PhD","profile_url":"https://westscotland.academia.edu/EjioforEzika?f_ri=6390","photo":"https://0.academia-photos.com/6278090/2784659/3246339/s65_ejiofor.ezika.jpg"}</script></span></span></li><li class="js-paper-rank-work_44374487 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44374487"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44374487, container: ".js-paper-rank-work_44374487", }); });</script></li><li class="js-percentile-work_44374487 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44374487; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44374487"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44374487 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44374487"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44374487; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44374487]").text(description); $(".js-view-count-work_44374487").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44374487").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44374487"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9112" rel="nofollow" href="https://www.academia.edu/Documents/in/Physical_Activity">Physical Activity</a>, <script data-card-contents-for-ri="9112" type="text/json">{"id":9112,"name":"Physical Activity","url":"https://www.academia.edu/Documents/in/Physical_Activity?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="44348" rel="nofollow" href="https://www.academia.edu/Documents/in/Systematic_Reviews">Systematic Reviews</a>, <script data-card-contents-for-ri="44348" type="text/json">{"id":44348,"name":"Systematic Reviews","url":"https://www.academia.edu/Documents/in/Systematic_Reviews?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="75318" rel="nofollow" href="https://www.academia.edu/Documents/in/Smoking">Smoking</a><script data-card-contents-for-ri="75318" type="text/json">{"id":75318,"name":"Smoking","url":"https://www.academia.edu/Documents/in/Smoking?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44374487]'), work: {"id":44374487,"title":"Transtheoretical model as a framework for promoting cardiovascular health through behaviour change: a systematic review Introduction: Cardiovascular disease (CVD) remains the single","created_at":"2020-10-26T10:34:35.820-07:00","url":"https://www.academia.edu/44374487/Transtheoretical_model_as_a_framework_for_promoting_cardiovascular_health_through_behaviour_change_a_systematic_review_Introduction_Cardiovascular_disease_CVD_remains_the_single?f_ri=6390","dom_id":"work_44374487","summary":"Transtheoretical model as a framework for promoting cardiovascular health through behaviour change: a systematic review Introduction: Cardiovascular disease (CVD) remains the single leading cause of death around the globe. The Transtheoretical model (TTM) is a successful framework for guiding behaviour change programmes for several health behaviours, yet there are limited reviews on how TTM has been used to facilitate behaviour change associated with reduced CVD. Therefore, the aims of this systematic review are to determine (i) how TTM has been used in promoting physical activity, fruit and vegetable consumption, and smoking cessation and (ii) gaps in knowledge in the use of stage-based model to improve physical activity, intake of fruit and vegetables, and smoking cessation. Materials and Methods: The approach to this systematic review was informed by current recommendations known as Preferred Reporting Items for Systematic Reviews and Meta-analysis Approach (PRISMA). Results: Constructs of TTM were used in the design of studies, facilitation of health behaviour change, monitoring of change in the movement of the participants across the change continuum, and evaluation of the effectiveness of health behaviour programmes. TTM was incorporated with other models, including Health Belief Model (HBM), social-ecological model, and social cognitive theory to facilitate behaviour change. There were limited studies that used all the four constructs of TTM to promote health behaviour change. ABSTRACT IRJPH: https://escipub.com/international-research-journal-of-public-health/ 1 Ejiofor A. Ezika and Adaobi Nwankwo-Ezika, IRJPH, 2020; 4:46 IRJPH: https://escipub.com/international-research-journal-of-public-health/ 2","downloadable_attachments":[{"id":64774635,"asset_id":44374487,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6278090,"first_name":"Ejiofor","last_name":"Ezika, PhD","domain_name":"westscotland","page_name":"EjioforEzika","display_name":"Ejiofor A Ezika, PhD","profile_url":"https://westscotland.academia.edu/EjioforEzika?f_ri=6390","photo":"https://0.academia-photos.com/6278090/2784659/3246339/s65_ejiofor.ezika.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":9112,"name":"Physical Activity","url":"https://www.academia.edu/Documents/in/Physical_Activity?f_ri=6390","nofollow":true},{"id":44348,"name":"Systematic Reviews","url":"https://www.academia.edu/Documents/in/Systematic_Reviews?f_ri=6390","nofollow":true},{"id":75318,"name":"Smoking","url":"https://www.academia.edu/Documents/in/Smoking?f_ri=6390","nofollow":true},{"id":81421,"name":"Cardiovascular health","url":"https://www.academia.edu/Documents/in/Cardiovascular_health?f_ri=6390"},{"id":442370,"name":"Food and Nutrion","url":"https://www.academia.edu/Documents/in/Food_and_Nutrion?f_ri=6390"},{"id":922781,"name":"Stages of Change","url":"https://www.academia.edu/Documents/in/Stages_of_Change?f_ri=6390"},{"id":977560,"name":"Decisional Balance","url":"https://www.academia.edu/Documents/in/Decisional_Balance?f_ri=6390"},{"id":1159172,"name":"Transtheoretical Model of Behavior Change","url":"https://www.academia.edu/Documents/in/Transtheoretical_Model_of_Behavior_Change?f_ri=6390"},{"id":1482738,"name":"Process of Change In Psychotherapy","url":"https://www.academia.edu/Documents/in/Process_of_Change_In_Psychotherapy?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39431367" data-work_id="39431367" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39431367/Self_Efficacy_Goal_Commitment_and_Sales_Performance_Among_Insurance_Sales_Agents_in_Mombasa_Kenya">Self Efficacy, Goal Commitment and Sales Performance Among Insurance Sales Agents in Mombasa, Kenya</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this study was to examine the Mediation effect of goal commitment on the relationship between self-efficacy and sales performance. The study adapted explanatory research design targeting 448 insurance Sales Agents in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39431367" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this study was to examine the Mediation effect of goal commitment on the relationship between self-efficacy and sales performance. The study adapted explanatory research design targeting 448 insurance Sales Agents in Mombasa County, Kenya. Using self-administered questionnaires, reliability test of the research instrument was done by the use of Cronbach. Pearson Correlation and conditional process analysis, model 4 was used to analyze the data and to test the hypotheses. The study found that self-efficacy and goal commitment had a positive and significant direct effect on sales performance. Further, the study confirmed a Mediating effect of goal commitment on the indirect relationship between self-efficacy and sales performance. The findings of the study confirm a positive effect of self-efficacy on sales performance and goal commitment. Goal commitment was also found to positively affect Sales Performance. Furthermore, the result confirms the Mediating effect of Goal commitment on the relationship between Self-Efficacy and Sales Performance. Managers and policy makers should therefore put strategies in place that help their sales persons to know the right thing to do in every selling situation. This can be done through indoor training programs as it helps them feel confident of their ability to perform their sales job well and effectively.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39431367" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fd11dec58f20eebeb3809a2974c892cd" rel="nofollow" data-download="{"attachment_id":59682014,"asset_id":39431367,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59682014/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33384065" href="https://euinstitute.academia.edu/EuropeanScientificJournalESJ">European Scientific Journal ESJ</a><script data-card-contents-for-user="33384065" type="text/json">{"id":33384065,"first_name":"European Scientific Journal","last_name":"ESJ","domain_name":"euinstitute","page_name":"EuropeanScientificJournalESJ","display_name":"European Scientific Journal ESJ","profile_url":"https://euinstitute.academia.edu/EuropeanScientificJournalESJ?f_ri=6390","photo":"https://0.academia-photos.com/33384065/9874609/148656532/s65_european_scientific_journal.esj.jpeg"}</script></span></span></li><li class="js-paper-rank-work_39431367 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39431367"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39431367, container: ".js-paper-rank-work_39431367", }); });</script></li><li class="js-percentile-work_39431367 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39431367; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39431367"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39431367 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39431367"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39431367; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39431367]").text(description); $(".js-view-count-work_39431367").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39431367").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39431367"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="749981" rel="nofollow" href="https://www.academia.edu/Documents/in/SALES_PERFORMANCE">SALES PERFORMANCE</a>, <script data-card-contents-for-ri="749981" type="text/json">{"id":749981,"name":"SALES PERFORMANCE","url":"https://www.academia.edu/Documents/in/SALES_PERFORMANCE?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2768243" rel="nofollow" href="https://www.academia.edu/Documents/in/goal_commitment">goal commitment</a><script data-card-contents-for-ri="2768243" type="text/json">{"id":2768243,"name":"goal commitment","url":"https://www.academia.edu/Documents/in/goal_commitment?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39431367]'), work: {"id":39431367,"title":"Self Efficacy, Goal Commitment and Sales Performance Among Insurance Sales Agents in Mombasa, Kenya","created_at":"2019-06-07T06:13:28.506-07:00","url":"https://www.academia.edu/39431367/Self_Efficacy_Goal_Commitment_and_Sales_Performance_Among_Insurance_Sales_Agents_in_Mombasa_Kenya?f_ri=6390","dom_id":"work_39431367","summary":"The purpose of this study was to examine the Mediation effect of goal commitment on the relationship between self-efficacy and sales performance. The study adapted explanatory research design targeting 448 insurance Sales Agents in Mombasa County, Kenya. Using self-administered questionnaires, reliability test of the research instrument was done by the use of Cronbach. Pearson Correlation and conditional process analysis, model 4 was used to analyze the data and to test the hypotheses. The study found that self-efficacy and goal commitment had a positive and significant direct effect on sales performance. Further, the study confirmed a Mediating effect of goal commitment on the indirect relationship between self-efficacy and sales performance. The findings of the study confirm a positive effect of self-efficacy on sales performance and goal commitment. Goal commitment was also found to positively affect Sales Performance. Furthermore, the result confirms the Mediating effect of Goal commitment on the relationship between Self-Efficacy and Sales Performance. Managers and policy makers should therefore put strategies in place that help their sales persons to know the right thing to do in every selling situation. This can be done through indoor training programs as it helps them feel confident of their ability to perform their sales job well and effectively.","downloadable_attachments":[{"id":59682014,"asset_id":39431367,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33384065,"first_name":"European Scientific Journal","last_name":"ESJ","domain_name":"euinstitute","page_name":"EuropeanScientificJournalESJ","display_name":"European Scientific Journal ESJ","profile_url":"https://euinstitute.academia.edu/EuropeanScientificJournalESJ?f_ri=6390","photo":"https://0.academia-photos.com/33384065/9874609/148656532/s65_european_scientific_journal.esj.jpeg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":749981,"name":"SALES PERFORMANCE","url":"https://www.academia.edu/Documents/in/SALES_PERFORMANCE?f_ri=6390","nofollow":true},{"id":2768243,"name":"goal commitment","url":"https://www.academia.edu/Documents/in/goal_commitment?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15274763" data-work_id="15274763" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15274763/Self_Efficacy_in_the_Context_of_Online_Learning_Environments_A_Review_of_the_Literature_and_Directions_for_Research">Self-Efficacy in the Context of Online Learning Environments: A Review of the Literature and Directions for Research</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as ‘‘beliefs in one’s capabilities to organize and execute the courses of action required to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15274763" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as ‘‘beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments’’ (Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy development are enactive master experiences, vicarious experi- ences, verbal persuasion, and physio- logical and affective state (Bandura, 1997). In this paper, self-efficacy is introduced in general. Research re- lated to academic self-efficacy and self-efficacy in online learning envir- onments is reviewed. The study of self-efficacy in online learning envir- onments is new relative to the con- struct of self-efficacy. Research on self- efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self-efficacy beliefs in online environments is high- lighted as well as self-efficacy assess- ment issues. Possible areas of self- efficacy research in online environ- ments are suggested, including ped- agogical agents, persuasive feedback, and self-efficacy assessment.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15274763" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="91791beb042f2d8d494d15509da6d9cb" rel="nofollow" data-download="{"attachment_id":38610981,"asset_id":15274763,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38610981/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1073251" href="https://georgiasouthern.academia.edu/CharlesHodges">Charles Hodges</a><script data-card-contents-for-user="1073251" type="text/json">{"id":1073251,"first_name":"Charles","last_name":"Hodges","domain_name":"georgiasouthern","page_name":"CharlesHodges","display_name":"Charles Hodges","profile_url":"https://georgiasouthern.academia.edu/CharlesHodges?f_ri=6390","photo":"https://0.academia-photos.com/1073251/10059253/13257385/s65_charles.hodges.jpg"}</script></span></span></li><li class="js-paper-rank-work_15274763 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15274763"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15274763, container: ".js-paper-rank-work_15274763", }); });</script></li><li class="js-percentile-work_15274763 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15274763; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_15274763"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_15274763 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="15274763"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15274763; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15274763]").text(description); $(".js-view-count-work_15274763").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15274763").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15274763"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15869" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="165528" rel="nofollow" href="https://www.academia.edu/Documents/in/Online_Teaching">Online Teaching</a><script data-card-contents-for-ri="165528" type="text/json">{"id":165528,"name":"Online Teaching","url":"https://www.academia.edu/Documents/in/Online_Teaching?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15274763]'), work: {"id":15274763,"title":"Self-Efficacy in the Context of Online Learning Environments: A Review of the Literature and Directions for Research","created_at":"2015-08-29T19:30:51.845-07:00","url":"https://www.academia.edu/15274763/Self_Efficacy_in_the_Context_of_Online_Learning_Environments_A_Review_of_the_Literature_and_Directions_for_Research?f_ri=6390","dom_id":"work_15274763","summary":"The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as ‘‘beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments’’ (Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy development are enactive master experiences, vicarious experi- ences, verbal persuasion, and physio- logical and affective state (Bandura, 1997). In this paper, self-efficacy is introduced in general. Research re- lated to academic self-efficacy and self-efficacy in online learning envir- onments is reviewed. The study of self-efficacy in online learning envir- onments is new relative to the con- struct of self-efficacy. Research on self- efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self-efficacy beliefs in online environments is high- lighted as well as self-efficacy assess- ment issues. Possible areas of self- efficacy research in online environ- ments are suggested, including ped- agogical agents, persuasive feedback, and self-efficacy assessment.","downloadable_attachments":[{"id":38610981,"asset_id":15274763,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1073251,"first_name":"Charles","last_name":"Hodges","domain_name":"georgiasouthern","page_name":"CharlesHodges","display_name":"Charles Hodges","profile_url":"https://georgiasouthern.academia.edu/CharlesHodges?f_ri=6390","photo":"https://0.academia-photos.com/1073251/10059253/13257385/s65_charles.hodges.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=6390","nofollow":true},{"id":165528,"name":"Online Teaching","url":"https://www.academia.edu/Documents/in/Online_Teaching?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42836457" data-work_id="42836457" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42836457/INVESTIGATING_THE_ROLE_OF_EMPLOYEE_READINESS_TO_CHANGE_ON_EFFECTIVE_ORGANIZATIONAL_CHANGE_IMPLEMENTATION_A_THEORETICAL_PERSPECTIVE">INVESTIGATING THE ROLE OF EMPLOYEE READINESS TO CHANGE ON EFFECTIVE ORGANIZATIONAL CHANGE IMPLEMENTATION: A THEORETICAL PERSPECTIVE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this study is to examine the role of employees’ readiness to change on effective organizational change implementation. In this study the components of self-determination theory (SDT) and components of knowledge management... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42836457" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this study is to examine the role of employees’ readiness to change on effective organizational change implementation. In this study the components of self-determination theory (SDT) and components of knowledge management (KM) are taken as independent variables with moderating effect of self-efficacy. The research model is developed in such a way that the three components of SDT Perceived competence, Perceived relatedness and Perceived autonomy have direct impact on Employees readiness to change. Similarly, two components of KM Codification strategy and Personalization strategy also have a direct impact on Employees readiness to change. The population of this study is public sector organizations based and data will be collected using survey questionnaire based on conveniences sampling approach. For inferential analysis the Structural Equation Modeling (SEM) approach will be used. Several studies have been conducted on SDT but none has put emphasize on its impacts in organizational change implementation context. Therefore, the current study contributes to body of knowledge and examines the role of employee readiness to change on organizational change implementation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42836457" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="848111eb1d02733391449062cb811e7b" rel="nofollow" data-download="{"attachment_id":63070796,"asset_id":42836457,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63070796/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8234780" href="https://punjablahorepakistan.academia.edu/SAMARRAHI">SAMAR RAHI</a><script data-card-contents-for-user="8234780" type="text/json">{"id":8234780,"first_name":"SAMAR","last_name":"RAHI","domain_name":"punjablahorepakistan","page_name":"SAMARRAHI","display_name":"SAMAR RAHI","profile_url":"https://punjablahorepakistan.academia.edu/SAMARRAHI?f_ri=6390","photo":"https://0.academia-photos.com/8234780/2825279/18493004/s65_samar.rahi.jpeg"}</script></span></span></li><li class="js-paper-rank-work_42836457 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42836457"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42836457, container: ".js-paper-rank-work_42836457", }); 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$(".js-view-count[data-work-id=42836457]").text(description); $(".js-view-count-work_42836457").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42836457").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42836457"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4433" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Determination_Theory">Self-Determination Theory</a>, <script data-card-contents-for-ri="4433" type="text/json">{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="144650" rel="nofollow" href="https://www.academia.edu/Documents/in/Organizational_Change_and_Strategy_Implementation">Organizational Change and Strategy Implementation</a><script data-card-contents-for-ri="144650" type="text/json">{"id":144650,"name":"Organizational Change and Strategy Implementation","url":"https://www.academia.edu/Documents/in/Organizational_Change_and_Strategy_Implementation?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42836457]'), work: {"id":42836457,"title":"INVESTIGATING THE ROLE OF EMPLOYEE READINESS TO CHANGE ON EFFECTIVE ORGANIZATIONAL CHANGE IMPLEMENTATION: A THEORETICAL PERSPECTIVE","created_at":"2020-04-23T21:13:17.981-07:00","url":"https://www.academia.edu/42836457/INVESTIGATING_THE_ROLE_OF_EMPLOYEE_READINESS_TO_CHANGE_ON_EFFECTIVE_ORGANIZATIONAL_CHANGE_IMPLEMENTATION_A_THEORETICAL_PERSPECTIVE?f_ri=6390","dom_id":"work_42836457","summary":"The purpose of this study is to examine the role of employees’ readiness to change on effective organizational change implementation. In this study the components of self-determination theory (SDT) and components of knowledge management (KM) are taken as independent variables with moderating effect of self-efficacy. The research model is developed in such a way that the three components of SDT Perceived competence, Perceived relatedness and Perceived autonomy have direct impact on Employees readiness to change. Similarly, two components of KM Codification strategy and Personalization strategy also have a direct impact on Employees readiness to change. The population of this study is public sector organizations based and data will be collected using survey questionnaire based on conveniences sampling approach. For inferential analysis the Structural Equation Modeling (SEM) approach will be used. Several studies have been conducted on SDT but none has put emphasize on its impacts in organizational change implementation context. Therefore, the current study contributes to body of knowledge and examines the role of employee readiness to change on organizational change implementation.","downloadable_attachments":[{"id":63070796,"asset_id":42836457,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8234780,"first_name":"SAMAR","last_name":"RAHI","domain_name":"punjablahorepakistan","page_name":"SAMARRAHI","display_name":"SAMAR RAHI","profile_url":"https://punjablahorepakistan.academia.edu/SAMARRAHI?f_ri=6390","photo":"https://0.academia-photos.com/8234780/2825279/18493004/s65_samar.rahi.jpeg"}],"research_interests":[{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":144650,"name":"Organizational Change and Strategy Implementation","url":"https://www.academia.edu/Documents/in/Organizational_Change_and_Strategy_Implementation?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9871030" data-work_id="9871030" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/9871030/How_to_stop_Procrastinating_Overcoming_Procrastination">How to stop Procrastinating - Overcoming Procrastination</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9871030" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="31a4e51eb7dd022703eaa30fb728ad5d" rel="nofollow" data-download="{"attachment_id":36032565,"asset_id":9871030,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36032565/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="23914974" href="https://independent.academia.edu/DanielMathews1">Daniel Mathews</a><script data-card-contents-for-user="23914974" type="text/json">{"id":23914974,"first_name":"Daniel","last_name":"Mathews","domain_name":"independent","page_name":"DanielMathews1","display_name":"Daniel Mathews","profile_url":"https://independent.academia.edu/DanielMathews1?f_ri=6390","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_9871030 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9871030"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9871030, container: ".js-paper-rank-work_9871030", }); 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$(".js-view-count[data-work-id=9871030]").text(description); $(".js-view-count-work_9871030").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9871030").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9871030"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="972" rel="nofollow" href="https://www.academia.edu/Documents/in/Self_and_Identity">Self and Identity</a>, <script data-card-contents-for-ri="972" type="text/json">{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3375" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Organization">Self-Organization</a>, <script data-card-contents-for-ri="3375" type="text/json">{"id":3375,"name":"Self-Organization","url":"https://www.academia.edu/Documents/in/Self-Organization?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="48809" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-improvement">Self-improvement</a><script data-card-contents-for-ri="48809" type="text/json">{"id":48809,"name":"Self-improvement","url":"https://www.academia.edu/Documents/in/Self-improvement?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9871030]'), work: {"id":9871030,"title":"How to stop Procrastinating - Overcoming Procrastination","created_at":"2014-12-22T21:46:21.416-08:00","url":"https://www.academia.edu/9871030/How_to_stop_Procrastinating_Overcoming_Procrastination?f_ri=6390","dom_id":"work_9871030","summary":null,"downloadable_attachments":[{"id":36032565,"asset_id":9871030,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":23914974,"first_name":"Daniel","last_name":"Mathews","domain_name":"independent","page_name":"DanielMathews1","display_name":"Daniel Mathews","profile_url":"https://independent.academia.edu/DanielMathews1?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=6390","nofollow":true},{"id":3375,"name":"Self-Organization","url":"https://www.academia.edu/Documents/in/Self-Organization?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":48809,"name":"Self-improvement","url":"https://www.academia.edu/Documents/in/Self-improvement?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76910991" data-work_id="76910991" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76910991/Standing_up_for_the_victim_or_supporting_the_bully_Bystander_responses_and_their_associations_with_moral_disengagement_defender_self_efficacy_and_collective_efficacy">Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of the current study was to examine whether moral disengagement and defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with defending and reinforcing in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76910991" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of the current study was to examine whether moral disengagement and defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with defending and reinforcing in school bullying situations in late childhood. Self-reported survey data were collected from 1060 Swedish students from 70 classrooms in 29 schools. Multilevel analysis found that greater defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with greater defending. We also found that greater moral disengagement and less (but very weakly) defender self-efficacy at individual level and less collective efficacy to stop peer aggression at classroom level were associated with greater reinforcing. The positive relationship between moral disengagement and reinforcing and the negative relationship between defender self-efficacy and reinforcing were less strong in classroom high in collecti...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76910991" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5327789437f0b58128d72f63a1aa6885" rel="nofollow" data-download="{"attachment_id":84447746,"asset_id":76910991,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84447746/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2634051" href="https://liu-se.academia.edu/RobertThornberg">Robert Thornberg</a><script data-card-contents-for-user="2634051" type="text/json">{"id":2634051,"first_name":"Robert","last_name":"Thornberg","domain_name":"liu-se","page_name":"RobertThornberg","display_name":"Robert Thornberg","profile_url":"https://liu-se.academia.edu/RobertThornberg?f_ri=6390","photo":"https://0.academia-photos.com/2634051/864290/7210198/s65_robert.thornberg.jpg"}</script></span></span></li><li class="js-paper-rank-work_76910991 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76910991"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76910991, container: ".js-paper-rank-work_76910991", }); });</script></li><li class="js-percentile-work_76910991 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76910991; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76910991"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76910991 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76910991"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76910991; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76910991]").text(description); $(".js-view-count-work_76910991").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76910991").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76910991"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="248" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Psychology">Social Psychology</a>, <script data-card-contents-for-ri="248" type="text/json">{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2072" rel="nofollow" href="https://www.academia.edu/Documents/in/Aggression_Psychology_">Aggression (Psychology)</a>, <script data-card-contents-for-ri="2072" type="text/json">{"id":2072,"name":"Aggression (Psychology)","url":"https://www.academia.edu/Documents/in/Aggression_Psychology_?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3398" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Psychology">Educational Psychology</a>, <script data-card-contents-for-ri="3398" type="text/json">{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a><script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76910991]'), work: {"id":76910991,"title":"Standing up for the victim or supporting the bully? Bystander responses and their associations with moral disengagement, defender self-efficacy, and collective efficacy","created_at":"2022-04-19T00:12:23.069-07:00","url":"https://www.academia.edu/76910991/Standing_up_for_the_victim_or_supporting_the_bully_Bystander_responses_and_their_associations_with_moral_disengagement_defender_self_efficacy_and_collective_efficacy?f_ri=6390","dom_id":"work_76910991","summary":"The aim of the current study was to examine whether moral disengagement and defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with defending and reinforcing in school bullying situations in late childhood. Self-reported survey data were collected from 1060 Swedish students from 70 classrooms in 29 schools. Multilevel analysis found that greater defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with greater defending. We also found that greater moral disengagement and less (but very weakly) defender self-efficacy at individual level and less collective efficacy to stop peer aggression at classroom level were associated with greater reinforcing. The positive relationship between moral disengagement and reinforcing and the negative relationship between defender self-efficacy and reinforcing were less strong in classroom high in collecti...","downloadable_attachments":[{"id":84447746,"asset_id":76910991,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2634051,"first_name":"Robert","last_name":"Thornberg","domain_name":"liu-se","page_name":"RobertThornberg","display_name":"Robert Thornberg","profile_url":"https://liu-se.academia.edu/RobertThornberg?f_ri=6390","photo":"https://0.academia-photos.com/2634051/864290/7210198/s65_robert.thornberg.jpg"}],"research_interests":[{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=6390","nofollow":true},{"id":2072,"name":"Aggression (Psychology)","url":"https://www.academia.edu/Documents/in/Aggression_Psychology_?f_ri=6390","nofollow":true},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":9457,"name":"Morality (Social Psychology)","url":"https://www.academia.edu/Documents/in/Morality_Social_Psychology_?f_ri=6390"},{"id":10666,"name":"Bullying","url":"https://www.academia.edu/Documents/in/Bullying?f_ri=6390"},{"id":11256,"name":"School Bullying","url":"https://www.academia.edu/Documents/in/School_Bullying?f_ri=6390"},{"id":54763,"name":"Collective Efficacy","url":"https://www.academia.edu/Documents/in/Collective_Efficacy?f_ri=6390"},{"id":82732,"name":"Aggression","url":"https://www.academia.edu/Documents/in/Aggression?f_ri=6390"},{"id":223455,"name":"Bystander Effect","url":"https://www.academia.edu/Documents/in/Bystander_Effect?f_ri=6390"},{"id":251342,"name":"Bystanders","url":"https://www.academia.edu/Documents/in/Bystanders?f_ri=6390"},{"id":467090,"name":"Bystander","url":"https://www.academia.edu/Documents/in/Bystander?f_ri=6390"},{"id":515559,"name":"Altruism and Bystanders","url":"https://www.academia.edu/Documents/in/Altruism_and_Bystanders?f_ri=6390"},{"id":605581,"name":"Bystander Intervention","url":"https://www.academia.edu/Documents/in/Bystander_Intervention?f_ri=6390"},{"id":606007,"name":"Peer Victimization","url":"https://www.academia.edu/Documents/in/Peer_Victimization?f_ri=6390"},{"id":750773,"name":"Moral Disengagement In Bullying","url":"https://www.academia.edu/Documents/in/Moral_Disengagement_In_Bullying?f_ri=6390"},{"id":816614,"name":"Moral Disengagement","url":"https://www.academia.edu/Documents/in/Moral_Disengagement?f_ri=6390"},{"id":3855174,"name":"peer aggression","url":"https://www.academia.edu/Documents/in/peer_aggression?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31681507" data-work_id="31681507" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31681507/The_Importance_of_Exercise_Self_Efficacy_for_Clinical_Outcomes_in_Pulmonary_Rehabilitation">The Importance of Exercise Self-Efficacy for Clinical Outcomes in Pulmonary Rehabilitation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Pulmonary rehabilitation (PR) improves functional exercise capacity and health status in people with COPD, although these outcomes are often not maintained following PR. Self-efficacy is a precursor to outcomes achievement, yet few... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31681507" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Pulmonary rehabilitation (PR) improves functional exercise capacity and health status in people with COPD, although these outcomes are often not maintained following PR. Self-efficacy is a precursor to outcomes achievement, yet few studies have examined the importance of selfefficacy to outcome improvement during PR, or how it develops over time. Further, the contribution of exercise-specific self-efficacy to outcomes in PR is unknown. The aims of this study were to determine (i) whether baseline exercise self-efficacy predicts PR attendance; and change in functional exercise capacity and health status over PR; and (ii) determine if exercise self-efficacy changes with PR. Fifty-eight out of sixty-four patients with COPD completed PR and assessments of exercise self-efficacy (task, coping, scheduling), the 6-minute walk test (6MWT), and St. George's Respiratory Questionnaire (SGRQ) at the beginning and end of PR.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31681507" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="12e403a1e54c39963719a435b9e4f438" rel="nofollow" data-download="{"attachment_id":52001165,"asset_id":31681507,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52001165/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28154408" href="https://ualberta.academia.edu/AnneMarieSelzler">Anne-Marie Selzler</a><script data-card-contents-for-user="28154408" type="text/json">{"id":28154408,"first_name":"Anne-Marie","last_name":"Selzler","domain_name":"ualberta","page_name":"AnneMarieSelzler","display_name":"Anne-Marie Selzler","profile_url":"https://ualberta.academia.edu/AnneMarieSelzler?f_ri=6390","photo":"https://0.academia-photos.com/28154408/8391404/9382194/s65_anne-marie.selzler.jpg"}</script></span></span></li><li class="js-paper-rank-work_31681507 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31681507"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31681507, container: ".js-paper-rank-work_31681507", }); });</script></li><li class="js-percentile-work_31681507 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31681507; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31681507"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31681507 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31681507"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31681507; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31681507]").text(description); $(".js-view-count-work_31681507").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31681507").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31681507"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21898" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Cognitive_Theory">Social Cognitive Theory</a>, <script data-card-contents-for-ri="21898" type="text/json">{"id":21898,"name":"Social Cognitive Theory","url":"https://www.academia.edu/Documents/in/Social_Cognitive_Theory?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="31957" rel="nofollow" href="https://www.academia.edu/Documents/in/COPD_Pulmonary_Research_">COPD (Pulmonary Research)</a>, <script data-card-contents-for-ri="31957" type="text/json">{"id":31957,"name":"COPD (Pulmonary Research)","url":"https://www.academia.edu/Documents/in/COPD_Pulmonary_Research_?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="96884" rel="nofollow" href="https://www.academia.edu/Documents/in/Pulmonary_Rehabilitation">Pulmonary Rehabilitation</a><script data-card-contents-for-ri="96884" type="text/json">{"id":96884,"name":"Pulmonary Rehabilitation","url":"https://www.academia.edu/Documents/in/Pulmonary_Rehabilitation?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31681507]'), work: {"id":31681507,"title":"The Importance of Exercise Self-Efficacy for Clinical Outcomes in Pulmonary Rehabilitation","created_at":"2017-03-02T11:04:21.804-08:00","url":"https://www.academia.edu/31681507/The_Importance_of_Exercise_Self_Efficacy_for_Clinical_Outcomes_in_Pulmonary_Rehabilitation?f_ri=6390","dom_id":"work_31681507","summary":"Pulmonary rehabilitation (PR) improves functional exercise capacity and health status in people with COPD, although these outcomes are often not maintained following PR. Self-efficacy is a precursor to outcomes achievement, yet few studies have examined the importance of selfefficacy to outcome improvement during PR, or how it develops over time. Further, the contribution of exercise-specific self-efficacy to outcomes in PR is unknown. The aims of this study were to determine (i) whether baseline exercise self-efficacy predicts PR attendance; and change in functional exercise capacity and health status over PR; and (ii) determine if exercise self-efficacy changes with PR. Fifty-eight out of sixty-four patients with COPD completed PR and assessments of exercise self-efficacy (task, coping, scheduling), the 6-minute walk test (6MWT), and St. George's Respiratory Questionnaire (SGRQ) at the beginning and end of PR.","downloadable_attachments":[{"id":52001165,"asset_id":31681507,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28154408,"first_name":"Anne-Marie","last_name":"Selzler","domain_name":"ualberta","page_name":"AnneMarieSelzler","display_name":"Anne-Marie Selzler","profile_url":"https://ualberta.academia.edu/AnneMarieSelzler?f_ri=6390","photo":"https://0.academia-photos.com/28154408/8391404/9382194/s65_anne-marie.selzler.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":21898,"name":"Social Cognitive Theory","url":"https://www.academia.edu/Documents/in/Social_Cognitive_Theory?f_ri=6390","nofollow":true},{"id":31957,"name":"COPD (Pulmonary Research)","url":"https://www.academia.edu/Documents/in/COPD_Pulmonary_Research_?f_ri=6390","nofollow":true},{"id":96884,"name":"Pulmonary Rehabilitation","url":"https://www.academia.edu/Documents/in/Pulmonary_Rehabilitation?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43678225" data-work_id="43678225" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43678225/Early_Narratives_of_Desistance_from_Crime_in_Different_Prison_Regimes_Ana_M_Mart%C3%ADn_Federica_Padr%C3%B3n_and_Santiago_Redondo">Early Narratives of Desistance from Crime in Different Prison Regimes - Ana M. Martín, Federica Padrón, and Santiago Redondo</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Priority given to investigating the onset and maintenance of criminal behavior in the past is currently giving way to a new focus on the process of criminal desistance. Early narratives of future desistance are the first step in this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43678225" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Priority given to investigating the onset and maintenance of criminal behavior in the past is currently giving way to a new focus on the process of criminal desistance. Early narratives of future desistance are the first step in this process and, although they do not assure withdrawal from crime, they are the beginning of the personal change that precedes a progressive desistance from criminal activity. This study analyzes early desistance narratives of offenders still in prison and whether these narratives differed depending on their personal, criminal, and social characteristics. Participants were 44 imprisoned male offenders, aged between 20 and 50 years old at different stages of their sentence and in three different prison regimes. They were interviewed using Cid and Martí’s protocol and their accounts were accordingly coded in three categories: early narratives towards a non-criminal identity, perceived self-efficacy to desist from crime, and will to desist. The results show that participants’ early desistance narratives vary depending on their personal, criminal, and social variables. Results on the periods of sentence completion and prison regimes are discussed in terms of how prisons could contribute to enhancing the narratives of desistance from crime.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43678225" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8b69e21de9c67e38cfe1bc5144b03068" rel="nofollow" data-download="{"attachment_id":63980701,"asset_id":43678225,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63980701/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="162946767" href="https://copmadrid.academia.edu/EuropeanJournalofPsychologyAppliedtoLegalContext">European Journal of Psychology Applied to Legal Context</a><script data-card-contents-for-user="162946767" type="text/json">{"id":162946767,"first_name":"European Journal of Psychology","last_name":"Applied to Legal Context","domain_name":"copmadrid","page_name":"EuropeanJournalofPsychologyAppliedtoLegalContext","display_name":"European Journal of Psychology Applied to Legal Context","profile_url":"https://copmadrid.academia.edu/EuropeanJournalofPsychologyAppliedtoLegalContext?f_ri=6390","photo":"https://0.academia-photos.com/162946767/45745915/35573075/s65_european_journal_of_psychology.applied_to_legal_context.jpg"}</script></span></span></li><li class="js-paper-rank-work_43678225 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43678225"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43678225, container: ".js-paper-rank-work_43678225", }); });</script></li><li class="js-percentile-work_43678225 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43678225; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43678225"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43678225 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43678225"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43678225; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43678225]").text(description); $(".js-view-count-work_43678225").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43678225").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43678225"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3718755" rel="nofollow" href="https://www.academia.edu/Documents/in/Identity_change-1">Identity change</a><script data-card-contents-for-ri="3718755" type="text/json">{"id":3718755,"name":"Identity change","url":"https://www.academia.edu/Documents/in/Identity_change-1?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43678225]'), work: {"id":43678225,"title":"Early Narratives of Desistance from Crime in Different Prison Regimes - Ana M. Martín, Federica Padrón, and Santiago Redondo","created_at":"2020-07-21T04:55:23.916-07:00","url":"https://www.academia.edu/43678225/Early_Narratives_of_Desistance_from_Crime_in_Different_Prison_Regimes_Ana_M_Mart%C3%ADn_Federica_Padr%C3%B3n_and_Santiago_Redondo?f_ri=6390","dom_id":"work_43678225","summary":"Priority given to investigating the onset and maintenance of criminal behavior in the past is currently giving way to a new focus on the process of criminal desistance. Early narratives of future desistance are the first step in this process and, although they do not assure withdrawal from crime, they are the beginning of the personal change that precedes a progressive desistance from criminal activity. This study analyzes early desistance narratives of offenders still in prison and whether these narratives differed depending on their personal, criminal, and social characteristics. Participants were 44 imprisoned male offenders, aged between 20 and 50 years old at different stages of their sentence and in three different prison regimes. They were interviewed using Cid and Martí’s protocol and their accounts were accordingly coded in three categories: early narratives towards a non-criminal identity, perceived self-efficacy to desist from crime, and will to desist. The results show that participants’ early desistance narratives vary depending on their personal, criminal, and social variables. Results on the periods of sentence completion and prison regimes are discussed in terms of how prisons could contribute to enhancing the narratives of desistance from crime.","downloadable_attachments":[{"id":63980701,"asset_id":43678225,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":162946767,"first_name":"European Journal of Psychology","last_name":"Applied to Legal Context","domain_name":"copmadrid","page_name":"EuropeanJournalofPsychologyAppliedtoLegalContext","display_name":"European Journal of Psychology Applied to Legal Context","profile_url":"https://copmadrid.academia.edu/EuropeanJournalofPsychologyAppliedtoLegalContext?f_ri=6390","photo":"https://0.academia-photos.com/162946767/45745915/35573075/s65_european_journal_of_psychology.applied_to_legal_context.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":3718755,"name":"Identity change","url":"https://www.academia.edu/Documents/in/Identity_change-1?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37096046" data-work_id="37096046" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37096046/Developing_the_Teacher_Sense_of_Efficacy_for_Secondary_Literacy_Instruction_scale">Developing the Teacher Sense of Efficacy for Secondary Literacy Instruction scale</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Highlights •Scale to measure teachers' self-efficacy in literacy instruction developed. •Items align to key shifts in CCSS, which are internationally benchmarked. •EFA conducted with secondary teachers (6th-12th grade). •A 1-factor... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37096046" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Highlights<br />•Scale to measure teachers' self-efficacy in literacy instruction developed.<br /><br />•Items align to key shifts in CCSS, which are internationally benchmarked.<br /><br />•EFA conducted with secondary teachers (6th-12th grade).<br /><br />•A 1-factor measure was supported by results.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37096046" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="49db5cd8d5956d0124a66dd38e7a5ffb" rel="nofollow" data-download="{"attachment_id":57047762,"asset_id":37096046,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57047762/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33579262" href="https://independent.academia.edu/AudreyHarper">Audrey Harper</a><script data-card-contents-for-user="33579262" type="text/json">{"id":33579262,"first_name":"Audrey","last_name":"Harper","domain_name":"independent","page_name":"AudreyHarper","display_name":"Audrey Harper","profile_url":"https://independent.academia.edu/AudreyHarper?f_ri=6390","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_37096046 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37096046"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37096046, container: ".js-paper-rank-work_37096046", }); });</script></li><li class="js-percentile-work_37096046 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37096046; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37096046"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37096046 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37096046"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37096046; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37096046]").text(description); $(".js-view-count-work_37096046").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37096046").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37096046"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="231823" rel="nofollow" href="https://www.academia.edu/Documents/in/Teachers_Self-Efficacy_Beliefs">Teachers Self-Efficacy Beliefs</a><script data-card-contents-for-ri="231823" type="text/json">{"id":231823,"name":"Teachers Self-Efficacy Beliefs","url":"https://www.academia.edu/Documents/in/Teachers_Self-Efficacy_Beliefs?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37096046]'), work: {"id":37096046,"title":"Developing the Teacher Sense of Efficacy for Secondary Literacy Instruction scale","created_at":"2018-07-22T05:58:33.333-07:00","url":"https://www.academia.edu/37096046/Developing_the_Teacher_Sense_of_Efficacy_for_Secondary_Literacy_Instruction_scale?f_ri=6390","dom_id":"work_37096046","summary":"Highlights\n•Scale to measure teachers' self-efficacy in literacy instruction developed.\n\n•Items align to key shifts in CCSS, which are internationally benchmarked.\n\n•EFA conducted with secondary teachers (6th-12th grade).\n\n•A 1-factor measure was supported by results.","downloadable_attachments":[{"id":57047762,"asset_id":37096046,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33579262,"first_name":"Audrey","last_name":"Harper","domain_name":"independent","page_name":"AudreyHarper","display_name":"Audrey Harper","profile_url":"https://independent.academia.edu/AudreyHarper?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":231823,"name":"Teachers Self-Efficacy Beliefs","url":"https://www.academia.edu/Documents/in/Teachers_Self-Efficacy_Beliefs?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8508245" data-work_id="8508245" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8508245/DEVELOPMENT_OF_AND_INITIAL_VALIDITY_EVIDENCE_FOR_THE_REFEREE_SELF_EFFICACY_SCALE_A_MULTI_STUDY_REPORT">DEVELOPMENT OF, AND INITIAL VALIDITY EVIDENCE FOR, THE REFEREE SELF-EFFICACY SCALE: A MULTI-STUDY REPORT</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this multistudy report was to develop, and then to provide initial validity evidence for measures derived from, the Referee Self-Efficacy Scale. Data were collected from referees (N = 1609) in the United States (n = 978)... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8508245" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this multistudy report was to develop, and then to provide initial validity evidence for measures derived from, the Referee Self-Efficacy Scale. Data were collected from referees (N = 1609) in the United States (n = 978) and Spain (n = 631). In Study 1 (n = 512), a single-group exploratory structural equation model provided evidence for four factors: game knowledge, decision making, pressure, and communication. In Study 2 (n = 1153), multiple-group confirmatory factor analytic models provided evidence for partial factorial invariance by country, level of competition, team gender, and sport refereed. In Study 3 (n = 456), potential sources of referee self-efficacy information combined to account for a moderate or large amount of variance in each dimension of referee selfefficacy with years of referee experience, highest level refereed, physical/mental preparation, and environmental comfort, each exerting at least two statistically significant direct effects.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8508245" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1470a185feba8fcb16ad118e17ebbcfb" rel="nofollow" data-download="{"attachment_id":34887430,"asset_id":8508245,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34887430/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="17356183" href="https://independent.academia.edu/F%C3%A9lixGuill%C3%A9nGarc%C3%ADa">Félix Guillén García</a><script data-card-contents-for-user="17356183" type="text/json">{"id":17356183,"first_name":"Félix","last_name":"Guillén García","domain_name":"independent","page_name":"FélixGuillénGarcía","display_name":"Félix Guillén García","profile_url":"https://independent.academia.edu/F%C3%A9lixGuill%C3%A9nGarc%C3%ADa?f_ri=6390","photo":"https://0.academia-photos.com/17356183/4837677/5567909/s65_f_lix.guill_n_garc_a.jpg_oh_5636b3a4c94ef7125b34ca7f2e1aac7d_oe_54c173a2___gda___1421394506_5190158494599f8e52cd377ac399c558"}</script></span></span></li><li class="js-paper-rank-work_8508245 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8508245"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8508245, container: ".js-paper-rank-work_8508245", }); });</script></li><li class="js-percentile-work_8508245 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8508245; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8508245"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8508245 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8508245"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8508245; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8508245]").text(description); $(".js-view-count-work_8508245").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8508245").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8508245"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a><script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8508245]'), work: {"id":8508245,"title":"DEVELOPMENT OF, AND INITIAL VALIDITY EVIDENCE FOR, THE REFEREE SELF-EFFICACY SCALE: A MULTI-STUDY REPORT","created_at":"2014-09-26T07:21:22.082-07:00","url":"https://www.academia.edu/8508245/DEVELOPMENT_OF_AND_INITIAL_VALIDITY_EVIDENCE_FOR_THE_REFEREE_SELF_EFFICACY_SCALE_A_MULTI_STUDY_REPORT?f_ri=6390","dom_id":"work_8508245","summary":"The purpose of this multistudy report was to develop, and then to provide initial validity evidence for measures derived from, the Referee Self-Efficacy Scale. Data were collected from referees (N = 1609) in the United States (n = 978) and Spain (n = 631). In Study 1 (n = 512), a single-group exploratory structural equation model provided evidence for four factors: game knowledge, decision making, pressure, and communication. In Study 2 (n = 1153), multiple-group confirmatory factor analytic models provided evidence for partial factorial invariance by country, level of competition, team gender, and sport refereed. In Study 3 (n = 456), potential sources of referee self-efficacy information combined to account for a moderate or large amount of variance in each dimension of referee selfefficacy with years of referee experience, highest level refereed, physical/mental preparation, and environmental comfort, each exerting at least two statistically significant direct effects.","downloadable_attachments":[{"id":34887430,"asset_id":8508245,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":17356183,"first_name":"Félix","last_name":"Guillén García","domain_name":"independent","page_name":"FélixGuillénGarcía","display_name":"Félix Guillén García","profile_url":"https://independent.academia.edu/F%C3%A9lixGuill%C3%A9nGarc%C3%ADa?f_ri=6390","photo":"https://0.academia-photos.com/17356183/4837677/5567909/s65_f_lix.guill_n_garc_a.jpg_oh_5636b3a4c94ef7125b34ca7f2e1aac7d_oe_54c173a2___gda___1421394506_5190158494599f8e52cd377ac399c558"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51230931 coauthored" data-work_id="51230931" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51230931/SELF_EFFICACY_AND_EMOTIONAL_STABILITY_OF_TEACHERS_ON_SELF_SATISFACTION_DIRECTION_TOWARDS_A_PROPOSED_PROFESSIONAL_DEVELOPMENT_PLAN">SELF-EFFICACY AND EMOTIONAL STABILITY OF TEACHERS ON SELF-SATISFACTION: DIRECTION TOWARDS A PROPOSED PROFESSIONAL DEVELOPMENT PLAN</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Self-efficacy of teachers may influence how individuals will approach tasks, responsibilities and challenges in the workplace. Self-efficacy and emotional stability of teachers can be determining factors of selfsatisfaction in the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51230931" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Self-efficacy of teachers may influence how individuals will approach tasks, responsibilities and challenges in the workplace. Self-efficacy and emotional stability of teachers can be determining factors of selfsatisfaction in the profession. The study dealt on the relationship of self-efficacy and emotional stability on self-satisfaction in terms of outcome expectations, career commitment, resiliency to adversity, selfawareness, self-professional development and teaching effectiveness. Moreover, self-efficacy and emotional stability were also investigated in terms of personal and professional satisfaction of public-school teachers in the workplace. Researcher-made questionnaire surveys were conducted among one hundred fifty-six (156) elementary school teachers for school year 2020-2021 who are employed in seven (7) schools at DepEd Candelaria East District, Division of Quezon. The researcher employed descriptive-correlational method. Teachers understand the possible effects of their actions and deals better to challenging tasks in this time of pandemic to attain better performances in their school duties. The study revealed that there are significant relationships of self-efficacy and emotional stability with that of teacher's self-satisfaction. Moreover, it indicates that self-efficacy indicated by their outcome, career, and resiliency are correlated with their selfsatisfaction. Teachers, as one of the sources of learning should not only focus on the subject matter but they may also focus on their career path progression to improve their self-professional development. Furthermore, teachers may engage in conducting action researches to strengthened their career productivity and opportunity. The school heads may provide self-professional development plan such as Faculty Development Session to provide support to teachers on improving their self-efficacy and emotional stability.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51230931" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c0f5e9282376365862f4435a719a838c" rel="nofollow" data-download="{"attachment_id":69040574,"asset_id":51230931,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/69040574/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="99563606" href="https://independent.academia.edu/INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC">IOER International Multidisciplinary Research Journal ( IIMRJ)</a><script data-card-contents-for-user="99563606" type="text/json">{"id":99563606,"first_name":"IOER International Multidisciplinary Research Journal","last_name":"( IIMRJ)","domain_name":"independent","page_name":"INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC","display_name":"IOER International Multidisciplinary Research Journal ( IIMRJ)","profile_url":"https://independent.academia.edu/INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC?f_ri=6390","photo":"https://0.academia-photos.com/99563606/21706027/21026675/s65_international_organization_of_educators.researchers_inc..png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-51230931">+1</span><div class="hidden js-additional-users-51230931"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/StaMariaJesielyn">Jesielyn Sta Maria</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-51230931'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-51230931').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_51230931 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51230931"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51230931, container: ".js-paper-rank-work_51230931", }); });</script></li><li class="js-percentile-work_51230931 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 51230931; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_51230931"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_51230931 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="51230931"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 51230931; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=51230931]").text(description); $(".js-view-count-work_51230931").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51230931").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51230931"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2241137" rel="nofollow" href="https://www.academia.edu/Documents/in/Emotional_Stability">Emotional Stability</a><script data-card-contents-for-ri="2241137" type="text/json">{"id":2241137,"name":"Emotional Stability","url":"https://www.academia.edu/Documents/in/Emotional_Stability?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51230931]'), work: {"id":51230931,"title":"SELF-EFFICACY AND EMOTIONAL STABILITY OF TEACHERS ON SELF-SATISFACTION: DIRECTION TOWARDS A PROPOSED PROFESSIONAL DEVELOPMENT PLAN","created_at":"2021-09-04T01:38:08.173-07:00","url":"https://www.academia.edu/51230931/SELF_EFFICACY_AND_EMOTIONAL_STABILITY_OF_TEACHERS_ON_SELF_SATISFACTION_DIRECTION_TOWARDS_A_PROPOSED_PROFESSIONAL_DEVELOPMENT_PLAN?f_ri=6390","dom_id":"work_51230931","summary":"Self-efficacy of teachers may influence how individuals will approach tasks, responsibilities and challenges in the workplace. Self-efficacy and emotional stability of teachers can be determining factors of selfsatisfaction in the profession. The study dealt on the relationship of self-efficacy and emotional stability on self-satisfaction in terms of outcome expectations, career commitment, resiliency to adversity, selfawareness, self-professional development and teaching effectiveness. Moreover, self-efficacy and emotional stability were also investigated in terms of personal and professional satisfaction of public-school teachers in the workplace. Researcher-made questionnaire surveys were conducted among one hundred fifty-six (156) elementary school teachers for school year 2020-2021 who are employed in seven (7) schools at DepEd Candelaria East District, Division of Quezon. The researcher employed descriptive-correlational method. Teachers understand the possible effects of their actions and deals better to challenging tasks in this time of pandemic to attain better performances in their school duties. The study revealed that there are significant relationships of self-efficacy and emotional stability with that of teacher's self-satisfaction. Moreover, it indicates that self-efficacy indicated by their outcome, career, and resiliency are correlated with their selfsatisfaction. Teachers, as one of the sources of learning should not only focus on the subject matter but they may also focus on their career path progression to improve their self-professional development. Furthermore, teachers may engage in conducting action researches to strengthened their career productivity and opportunity. The school heads may provide self-professional development plan such as Faculty Development Session to provide support to teachers on improving their self-efficacy and emotional stability.","downloadable_attachments":[{"id":69040574,"asset_id":51230931,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":99563606,"first_name":"IOER International Multidisciplinary Research Journal","last_name":"( IIMRJ)","domain_name":"independent","page_name":"INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC","display_name":"IOER International Multidisciplinary Research Journal ( IIMRJ)","profile_url":"https://independent.academia.edu/INTERNATIONALORGANIZATIONOFEDUCATORSRESEARCHERSINC?f_ri=6390","photo":"https://0.academia-photos.com/99563606/21706027/21026675/s65_international_organization_of_educators.researchers_inc..png"},{"id":123570691,"first_name":"Jesielyn","last_name":"Sta Maria","domain_name":"independent","page_name":"StaMariaJesielyn","display_name":"Jesielyn Sta Maria","profile_url":"https://independent.academia.edu/StaMariaJesielyn?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":2241137,"name":"Emotional Stability","url":"https://www.academia.edu/Documents/in/Emotional_Stability?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_46850023" data-work_id="46850023" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/46850023/Y%C3%B6neticilerde_Yeni_Liderlik_Becerileri_ile_Stres_%C4%B0li%C5%9Fkisi_KOMB_VUCA_ve_%C3%96z_Yeterlilik_Etkile%C5%9Fimi_Relationship_Between_New_Leadership_Skills_and_Stress_in_Managers_KOMB_VUCA_and_Self_Efficacy_Interaction_">Yöneticilerde Yeni Liderlik Becerileri ile Stres İlişkisi KOMB (VUCA) ve Öz Yeterlilik Etkileşimi [Relationship Between New Leadership Skills and Stress in Managers: KOMB (VUCA) and Self Efficacy Interaction]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu araştırmada, yöneticilerin sahip oldukları yeni liderlik becerilerinin iş ortamlarında yaşadıkları stres üzerindeki etkisi incelenmiştir. Ayrıca söz konusu liderlik becerileri ile iş ortamında algıladıkları karmaşık, oynak, muğlak ve... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_46850023" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu araştırmada, yöneticilerin sahip oldukları yeni liderlik becerilerinin iş ortamlarında yaşadıkları stres üzerindeki etkisi incelenmiştir. Ayrıca söz konusu liderlik becerileri ile iş ortamında algıladıkları karmaşık, oynak, muğlak ve belirsiz durum ve koşullar ile öz yeterlilik düzeyleri arasında bir etkileşim kurulduğunda, yaşadıkları stresin ne oranda değiştiği de incelenmiştir. Bu amaçla İSO500 – 2016 listesine girmiş kuruluşlarda çalışan 794 orta ve üst düzey yöneticiden e-posta yoluyla elde edilen anket verileri ışığında, araştırma değişkenleri arasındaki ilişkiler analiz edilmiştir. Yapısal eşitlik modeli kurularak hipotezlerin test edilmesi sonucunda, yöneticilerin sahip oldukları yeni liderlik becerilerinin yaşadıkları stresi negatif yönlü anlamlı bir şekilde etkilediği gözlenmiştir. Yeni liderlik becerileri ile KOMB ve öz yeterlilik değişkenlerinin etkileşimi ise stres üzerinde anlamlı bir etki ortaya çıkarmamıştır.<br /><br />(In this research, the effect of the new leadership skills of managers on the stress in their work environment is examined. In addition, when the interaction between these leadership skills and perceived VUCA and self-sufficiency levels is established, the extent of the stress they experience is examined. For this purpose, with the survey data obtained from 794 middle and senior managers, the relations between research variables were analyzed. As a result of testing hypotheses by establishing a structural equation model, it was observed that the new leadership skills of managers have a negative significant effect on their stress. Interaction of new leadership skills with VUCA and self-efficacy variables did not have a significant effect on stress.)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/46850023" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6e5f6ef917988487ecd891acff00b50f" rel="nofollow" data-download="{"attachment_id":66262822,"asset_id":46850023,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66262822/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="61953494" href="https://odu-tr.academia.edu/EYurdasever">Engin Yurdasever</a><script data-card-contents-for-user="61953494" type="text/json">{"id":61953494,"first_name":"Engin","last_name":"Yurdasever","domain_name":"odu-tr","page_name":"EYurdasever","display_name":"Engin Yurdasever","profile_url":"https://odu-tr.academia.edu/EYurdasever?f_ri=6390","photo":"https://0.academia-photos.com/61953494/16654034/29073113/s65_engin.yurdasever.png"}</script></span></span></li><li class="js-paper-rank-work_46850023 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="46850023"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 46850023, container: ".js-paper-rank-work_46850023", }); });</script></li><li class="js-percentile-work_46850023 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46850023; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_46850023"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_46850023 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="46850023"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46850023; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46850023]").text(description); $(".js-view-count-work_46850023").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_46850023").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="46850023"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2969" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership">Leadership</a>, <script data-card-contents-for-ri="2969" type="text/json">{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9729" rel="nofollow" href="https://www.academia.edu/Documents/in/Stress">Stress</a>, <script data-card-contents-for-ri="9729" type="text/json">{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="762209" rel="nofollow" href="https://www.academia.edu/Documents/in/New_Leadership">New Leadership</a><script data-card-contents-for-ri="762209" type="text/json">{"id":762209,"name":"New Leadership","url":"https://www.academia.edu/Documents/in/New_Leadership?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=46850023]'), work: {"id":46850023,"title":"Yöneticilerde Yeni Liderlik Becerileri ile Stres İlişkisi KOMB (VUCA) ve Öz Yeterlilik Etkileşimi [Relationship Between New Leadership Skills and Stress in Managers: KOMB (VUCA) and Self Efficacy Interaction]","created_at":"2021-04-14T00:24:41.690-07:00","url":"https://www.academia.edu/46850023/Y%C3%B6neticilerde_Yeni_Liderlik_Becerileri_ile_Stres_%C4%B0li%C5%9Fkisi_KOMB_VUCA_ve_%C3%96z_Yeterlilik_Etkile%C5%9Fimi_Relationship_Between_New_Leadership_Skills_and_Stress_in_Managers_KOMB_VUCA_and_Self_Efficacy_Interaction_?f_ri=6390","dom_id":"work_46850023","summary":"Bu araştırmada, yöneticilerin sahip oldukları yeni liderlik becerilerinin iş ortamlarında yaşadıkları stres üzerindeki etkisi incelenmiştir. Ayrıca söz konusu liderlik becerileri ile iş ortamında algıladıkları karmaşık, oynak, muğlak ve belirsiz durum ve koşullar ile öz yeterlilik düzeyleri arasında bir etkileşim kurulduğunda, yaşadıkları stresin ne oranda değiştiği de incelenmiştir. Bu amaçla İSO500 – 2016 listesine girmiş kuruluşlarda çalışan 794 orta ve üst düzey yöneticiden e-posta yoluyla elde edilen anket verileri ışığında, araştırma değişkenleri arasındaki ilişkiler analiz edilmiştir. Yapısal eşitlik modeli kurularak hipotezlerin test edilmesi sonucunda, yöneticilerin sahip oldukları yeni liderlik becerilerinin yaşadıkları stresi negatif yönlü anlamlı bir şekilde etkilediği gözlenmiştir. Yeni liderlik becerileri ile KOMB ve öz yeterlilik değişkenlerinin etkileşimi ise stres üzerinde anlamlı bir etki ortaya çıkarmamıştır.\n\n(In this research, the effect of the new leadership skills of managers on the stress in their work environment is examined. In addition, when the interaction between these leadership skills and perceived VUCA and self-sufficiency levels is established, the extent of the stress they experience is examined. For this purpose, with the survey data obtained from 794 middle and senior managers, the relations between research variables were analyzed. As a result of testing hypotheses by establishing a structural equation model, it was observed that the new leadership skills of managers have a negative significant effect on their stress. Interaction of new leadership skills with VUCA and self-efficacy variables did not have a significant effect on stress.)","downloadable_attachments":[{"id":66262822,"asset_id":46850023,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":61953494,"first_name":"Engin","last_name":"Yurdasever","domain_name":"odu-tr","page_name":"EYurdasever","display_name":"Engin Yurdasever","profile_url":"https://odu-tr.academia.edu/EYurdasever?f_ri=6390","photo":"https://0.academia-photos.com/61953494/16654034/29073113/s65_engin.yurdasever.png"}],"research_interests":[{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":9729,"name":"Stress","url":"https://www.academia.edu/Documents/in/Stress?f_ri=6390","nofollow":true},{"id":762209,"name":"New Leadership","url":"https://www.academia.edu/Documents/in/New_Leadership?f_ri=6390","nofollow":true},{"id":1933593,"name":"VUCA - Volatile Uncertain Complex Ambiguous","url":"https://www.academia.edu/Documents/in/VUCA_-_Volatile_Uncertain_Complex_Ambiguous?f_ri=6390"},{"id":3758887,"name":"VUCA world","url":"https://www.academia.edu/Documents/in/VUCA_world?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42636576" data-work_id="42636576" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42636576/The_impact_of_CLIL_implementation_on_Lebanese_students_attitudes_and_performance">The impact of CLIL implementation on Lebanese students' attitudes and performance</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Content and language integrated learning (CLIL) has been verified as an effective pedagogical approach by a lot of research studies carried out in many European countries. However, modest attempts have been made to prove its efficacy in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42636576" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Content and language integrated learning (CLIL) has been verified as an effective pedagogical approach by a lot of research studies carried out in many European countries. However, modest attempts have been made to prove its efficacy in Lebanon, where English Language is taught in many schools and universities as a first foreign language. The participants (n = 21) were first year university students enrolled in the Faculty of Pedagogy at the Lebanese University and majoring in teaching Math at elementary schools. Quantitative as well as qualitative data were collected by means of two questionnaires, pre-post tests and reflection logs. Descriptive statistics were calculated and a series of t-tests were conducted in order to address the questions raised in the study. The results of the study showed positive attitudes of students towards the implementation of CLIL and they revealed the efficacy of CLIL as a pedagogical approach in enhancing students' self-efficacy and academic performance.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42636576" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2ce685d48478564dfb7bf17d9b29e4db" rel="nofollow" data-download="{"attachment_id":62842371,"asset_id":42636576,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62842371/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="66588356" href="https://independent.academia.edu/GlobalJournalofForeignLanguageTeaching">Global Journal of Foreign Language Teaching</a><script data-card-contents-for-user="66588356" type="text/json">{"id":66588356,"first_name":"Global Journal of","last_name":"Foreign Language Teaching","domain_name":"independent","page_name":"GlobalJournalofForeignLanguageTeaching","display_name":"Global Journal of Foreign Language Teaching","profile_url":"https://independent.academia.edu/GlobalJournalofForeignLanguageTeaching?f_ri=6390","photo":"https://0.academia-photos.com/66588356/17337696/17440617/s65_global_journal_of.foreign_language_teaching.jpg"}</script></span></span></li><li class="js-paper-rank-work_42636576 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42636576"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42636576, container: ".js-paper-rank-work_42636576", }); 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$(".js-view-count[data-work-id=42636576]").text(description); $(".js-view-count-work_42636576").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_42636576").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="42636576"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="104446" rel="nofollow" href="https://www.academia.edu/Documents/in/Academic_achievement">Academic achievement</a>, <script data-card-contents-for-ri="104446" type="text/json">{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="144049" rel="nofollow" href="https://www.academia.edu/Documents/in/Attitude">Attitude</a><script data-card-contents-for-ri="144049" type="text/json">{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=42636576]'), work: {"id":42636576,"title":"The impact of CLIL implementation on Lebanese students' attitudes and performance","created_at":"2020-04-06T00:29:52.776-07:00","url":"https://www.academia.edu/42636576/The_impact_of_CLIL_implementation_on_Lebanese_students_attitudes_and_performance?f_ri=6390","dom_id":"work_42636576","summary":"Content and language integrated learning (CLIL) has been verified as an effective pedagogical approach by a lot of research studies carried out in many European countries. However, modest attempts have been made to prove its efficacy in Lebanon, where English Language is taught in many schools and universities as a first foreign language. The participants (n = 21) were first year university students enrolled in the Faculty of Pedagogy at the Lebanese University and majoring in teaching Math at elementary schools. Quantitative as well as qualitative data were collected by means of two questionnaires, pre-post tests and reflection logs. Descriptive statistics were calculated and a series of t-tests were conducted in order to address the questions raised in the study. The results of the study showed positive attitudes of students towards the implementation of CLIL and they revealed the efficacy of CLIL as a pedagogical approach in enhancing students' self-efficacy and academic performance.","downloadable_attachments":[{"id":62842371,"asset_id":42636576,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":66588356,"first_name":"Global Journal of","last_name":"Foreign Language Teaching","domain_name":"independent","page_name":"GlobalJournalofForeignLanguageTeaching","display_name":"Global Journal of Foreign Language Teaching","profile_url":"https://independent.academia.edu/GlobalJournalofForeignLanguageTeaching?f_ri=6390","photo":"https://0.academia-photos.com/66588356/17337696/17440617/s65_global_journal_of.foreign_language_teaching.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=6390","nofollow":true},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44696059 coauthored" data-work_id="44696059" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44696059/Effectiveness_of_Hand_Self_Shiatsu_to_Promote_Sleep_in_Young_People_with_Chronic_Pain_a_Case_Series_Design">Effectiveness of Hand Self-Shiatsu to Promote Sleep in Young People with Chronic Pain: a Case Series Design</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background: Sleep problems exist for up to 30% of young people, and increase in the case of those with chronic pain. Because exclusive pharmacological management of sleep problems for children with pain is contraindicated, the development... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44696059" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background: Sleep problems exist for up to 30% of young people, and increase in the case of those with chronic pain. Because exclusive pharmacological management of sleep problems for children with pain is contraindicated, the development of appropriate non-pharmacological sleep interventions is a significant, largely unmet, need. Purpose: This study examined whether the application of a standardized hand self-shiatsu (HSS) intervention within a population of young people with chronic pain would be associated with improved objectively and subjectively measured sleep. Setting: The Pain Management Clinic of the Stollery Children's Hospital Hospital, a large tertiary care centre in Edmonton, Alberta and the University of Alberta. Research Design: Sixteen young adults, aged 17 to 27, were recruited for a case series study. The intervention involved participants self-applying a standardized hand shiatsu protocol. Participants wore an actigraph for one week at baseline before learning the HSS technique, and then at four-and eight-week follow-up. At the same measurement points they completed validated self-report measures of their sleep quality and daytime fatigue. Each participant also completed a sleep log to supplement the actigraphy data and to collect their general impressions of the HSS experience. Data were analyzed with SPSS 23 software, using Freidman's test for analysis of variance. Results: The objective data did not support the hypothesis that this standardized HSS protocol improves objectively measured sleep. However, standardized self-report measures demonstrated statistically significant improvement in perceived sleep disturbance (chi-squared test [χ 2 ] = 8.034, p = .02), sleep-related impairment (χ 2 = 7.614, p = .02), and daytime fatigue as measured by the PROMIS Fatigue SF 8-a (χ 2 = 12.035, p = .002), and the Flinder's Fatigue Scale (χ 2 = 11.93, p = .003). Qualitative sleep log information indicated widespread endorsement of HSS for the management of sleep difficulties. Conclusion: Contrary to objective f indings, self-report data support the technique of HSS to improve sleep. Partici-pants' comments reflected an overall high level of acceptance and appreciation for the HSS technique. Results highlight the importance of expanding the theory and practice related to sleep measurement to better integrate the qualitative domain.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44696059" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e69ec9915db1ff74ced4be93dbd6c781" rel="nofollow" data-download="{"attachment_id":65172209,"asset_id":44696059,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65172209/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="57730320" href="https://mdx.academia.edu/LeisaBellmore">Leisa Bellmore, MSc</a><script data-card-contents-for-user="57730320" type="text/json">{"id":57730320,"first_name":"Leisa","last_name":"Bellmore, MSc","domain_name":"mdx","page_name":"LeisaBellmore","display_name":"Leisa Bellmore, MSc","profile_url":"https://mdx.academia.edu/LeisaBellmore?f_ri=6390","photo":"https://0.academia-photos.com/57730320/15137149/106377326/s65_leisa.bellmore_msc.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44696059">+1</span><div class="hidden js-additional-users-44696059"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ualberta.academia.edu/CaryBrown">Cary Brown</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44696059'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44696059').html(); 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Because exclusive pharmacological management of sleep problems for children with pain is contraindicated, the development of appropriate non-pharmacological sleep interventions is a significant, largely unmet, need. Purpose: This study examined whether the application of a standardized hand self-shiatsu (HSS) intervention within a population of young people with chronic pain would be associated with improved objectively and subjectively measured sleep. Setting: The Pain Management Clinic of the Stollery Children's Hospital Hospital, a large tertiary care centre in Edmonton, Alberta and the University of Alberta. Research Design: Sixteen young adults, aged 17 to 27, were recruited for a case series study. The intervention involved participants self-applying a standardized hand shiatsu protocol. Participants wore an actigraph for one week at baseline before learning the HSS technique, and then at four-and eight-week follow-up. At the same measurement points they completed validated self-report measures of their sleep quality and daytime fatigue. Each participant also completed a sleep log to supplement the actigraphy data and to collect their general impressions of the HSS experience. Data were analyzed with SPSS 23 software, using Freidman's test for analysis of variance. Results: The objective data did not support the hypothesis that this standardized HSS protocol improves objectively measured sleep. However, standardized self-report measures demonstrated statistically significant improvement in perceived sleep disturbance (chi-squared test [χ 2 ] = 8.034, p = .02), sleep-related impairment (χ 2 = 7.614, p = .02), and daytime fatigue as measured by the PROMIS Fatigue SF 8-a (χ 2 = 12.035, p = .002), and the Flinder's Fatigue Scale (χ 2 = 11.93, p = .003). Qualitative sleep log information indicated widespread endorsement of HSS for the management of sleep difficulties. Conclusion: Contrary to objective f indings, self-report data support the technique of HSS to improve sleep. Partici-pants' comments reflected an overall high level of acceptance and appreciation for the HSS technique. Results highlight the importance of expanding the theory and practice related to sleep measurement to better integrate the qualitative domain.","downloadable_attachments":[{"id":65172209,"asset_id":44696059,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":57730320,"first_name":"Leisa","last_name":"Bellmore, MSc","domain_name":"mdx","page_name":"LeisaBellmore","display_name":"Leisa Bellmore, MSc","profile_url":"https://mdx.academia.edu/LeisaBellmore?f_ri=6390","photo":"https://0.academia-photos.com/57730320/15137149/106377326/s65_leisa.bellmore_msc.jpg"},{"id":32681012,"first_name":"Cary","last_name":"Brown","domain_name":"ualberta","page_name":"CaryBrown","display_name":"Cary Brown","profile_url":"https://ualberta.academia.edu/CaryBrown?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4079,"name":"Integrative Medicine","url":"https://www.academia.edu/Documents/in/Integrative_Medicine?f_ri=6390","nofollow":true},{"id":4083,"name":"Complementary and Alternative Medicine","url":"https://www.academia.edu/Documents/in/Complementary_and_Alternative_Medicine?f_ri=6390","nofollow":true},{"id":4479,"name":"Chronic Pain","url":"https://www.academia.edu/Documents/in/Chronic_Pain?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":9590,"name":"Self Care","url":"https://www.academia.edu/Documents/in/Self_Care?f_ri=6390"},{"id":14498,"name":"Sleep Medicine","url":"https://www.academia.edu/Documents/in/Sleep_Medicine?f_ri=6390"},{"id":22861,"name":"Self-Management of Health","url":"https://www.academia.edu/Documents/in/Self-Management_of_Health?f_ri=6390"},{"id":40165,"name":"Pain Management","url":"https://www.academia.edu/Documents/in/Pain_Management?f_ri=6390"},{"id":71225,"name":"Sleep Quality","url":"https://www.academia.edu/Documents/in/Sleep_Quality?f_ri=6390"},{"id":106431,"name":"Sleep disorders","url":"https://www.academia.edu/Documents/in/Sleep_disorders?f_ri=6390"},{"id":131519,"name":"Chronic Pain Management and Self-Care","url":"https://www.academia.edu/Documents/in/Chronic_Pain_Management_and_Self-Care?f_ri=6390"},{"id":133324,"name":"Sleep","url":"https://www.academia.edu/Documents/in/Sleep?f_ri=6390"},{"id":138117,"name":"Shiatsu","url":"https://www.academia.edu/Documents/in/Shiatsu?f_ri=6390"},{"id":695365,"name":"Integrative and Complementary Medicine","url":"https://www.academia.edu/Documents/in/Integrative_and_Complementary_Medicine?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44368331" data-work_id="44368331" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif 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u-tcGrayDarkest"><div class="summarized">Since the man uses skills and methods, he want to understand how can reach the maximum level of the efficacy. In the past 30 years, many resources tried to find the correlation between how motivated the person, how thinks about himself,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31071412" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Since the man uses skills and methods, he want to understand how can reach the maximum level of the efficacy. In the past 30 years, many resources tried to find the correlation between how motivated the person, how thinks about himself, and how influence this thinking his performance and efficacy in the work, study or any field of his life. When people form self-efficacy beliefs, they use information from various sources. We may form perceptions about ourselves by comparing us with others.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31071412" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2bf15fade37ce89389e67e417afbe76a" rel="nofollow" data-download="{"attachment_id":51505546,"asset_id":31071412,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51505546/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5881755" href="https://pte.academia.edu/Tom%C3%B3Kov%C3%A1cs">Tomó Kovács</a><script data-card-contents-for-user="5881755" type="text/json">{"id":5881755,"first_name":"Tomó","last_name":"Kovács","domain_name":"pte","page_name":"TomóKovács","display_name":"Tomó Kovács","profile_url":"https://pte.academia.edu/Tom%C3%B3Kov%C3%A1cs?f_ri=6390","photo":"https://0.academia-photos.com/5881755/2514155/18669981/s65_tom_.kov_cs.jpeg"}</script></span></span></li><li class="js-paper-rank-work_31071412 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31071412"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31071412, container: ".js-paper-rank-work_31071412", }); 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$(".js-view-count[data-work-id=31071412]").text(description); $(".js-view-count-work_31071412").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31071412").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31071412"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1590" rel="nofollow" href="https://www.academia.edu/Documents/in/Adult_Education">Adult Education</a>, <script data-card-contents-for-ri="1590" type="text/json">{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5588" rel="nofollow" href="https://www.academia.edu/Documents/in/Andragogy">Andragogy</a>, <script data-card-contents-for-ri="5588" type="text/json">{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20155" rel="nofollow" href="https://www.academia.edu/Documents/in/Adult_Learners">Adult Learners</a><script data-card-contents-for-ri="20155" type="text/json">{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31071412]'), work: {"id":31071412,"title":"Supporting the Growth of Self- efficacy of Young Adults","created_at":"2017-01-25T04:43:59.527-08:00","url":"https://www.academia.edu/31071412/Supporting_the_Growth_of_Self_efficacy_of_Young_Adults?f_ri=6390","dom_id":"work_31071412","summary":"Since the man uses skills and methods, he want to understand how can reach the maximum level of the efficacy. In the past 30 years, many resources tried to find the correlation between how motivated the person, how thinks about himself, and how influence this thinking his performance and efficacy in the work, study or any field of his life. When people form self-efficacy beliefs, they use information from various sources. We may form perceptions about ourselves by comparing us with others.","downloadable_attachments":[{"id":51505546,"asset_id":31071412,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5881755,"first_name":"Tomó","last_name":"Kovács","domain_name":"pte","page_name":"TomóKovács","display_name":"Tomó Kovács","profile_url":"https://pte.academia.edu/Tom%C3%B3Kov%C3%A1cs?f_ri=6390","photo":"https://0.academia-photos.com/5881755/2514155/18669981/s65_tom_.kov_cs.jpeg"}],"research_interests":[{"id":1590,"name":"Adult Education","url":"https://www.academia.edu/Documents/in/Adult_Education?f_ri=6390","nofollow":true},{"id":5588,"name":"Andragogy","url":"https://www.academia.edu/Documents/in/Andragogy?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":20155,"name":"Adult Learners","url":"https://www.academia.edu/Documents/in/Adult_Learners?f_ri=6390","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=6390"},{"id":1019468,"name":"Teaching and Learning In Adult and Higher Education","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_In_Adult_and_Higher_Education?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26356151 coauthored" data-work_id="26356151" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26356151/Building_social_and_emotional_efficacy_to_re_engage_young_adolescents_capitalising_on_the_window_of_opportunity">Building social and emotional efficacy to (re)engage young adolescents: capitalising on the 'window of opportunity'</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Research confirms that when students disengage from learning, there is a greatly increased risk of them dropping out of school and not completing secondary education (Year 12). In an Organisation for Economic Co-Operation and Development... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26356151" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Research confirms that when students disengage from learning, there is a greatly increased risk of them dropping out of school and not completing secondary education (Year 12). In an Organisation for Economic Co-Operation and Development (OECD) report on Equity in Education [OECD. 2012. “Investing in Equity in Education Pays off”, in Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Paris, France: OECD. doi:10.1787/9789264130852-3-en], school dropout rates in developed countries averaged 20% and, in some countries, was as high as 25%. Lyche [2010. Taking on the Completion Challenge. A Literature Review on Policies to Prevent Dropout and Early School Leaving. OECD Education Working Papers, No. 53. OECD. doi:10.1787/5km4m2t59cmr-en] noted that school dropout does not ‘just happen’ but rather is a long process of disengagement from school. Students entering early adolescence are experiencing rapid and complex changes to their social, emotional, physical, and cognitive development that can positively or negatively affect their experience in education environments. During this time, there is also an increased expectation, both at school and at home, that young adolescents should accept greater responsibility for themselves and their learning. However, when individual students fail to regulate their behaviour or manage the increasing difficulty of the academic work, they can begin to disengage from learning and become entrenched in a downward cycle of poor academic achievement and poor social competence. With an increasing trend in young adolescents to disengage from learning, identifying how to reengage students is critical to their social and academic success. This study reports on the key features of an early intervention programme that targets young adolescent students who are already showing early signs of disengaging from school. Data show that the programme aligns with evidence-based practice and has had a positive effect in promoting and building students’ social and emotional efficacy and re-engaging them in learning.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26356151" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="01c2957e011c3c78e81647e42fac9a7b" rel="nofollow" data-download="{"attachment_id":46664891,"asset_id":26356151,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46664891/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33545643" href="https://griffith.academia.edu/SusanWhatman">Sue Whatman</a><script data-card-contents-for-user="33545643" type="text/json">{"id":33545643,"first_name":"Sue","last_name":"Whatman","domain_name":"griffith","page_name":"SusanWhatman","display_name":"Sue Whatman","profile_url":"https://griffith.academia.edu/SusanWhatman?f_ri=6390","photo":"https://0.academia-photos.com/33545643/11382360/12696825/s65_susan.whatman.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-26356151">+1</span><div class="hidden js-additional-users-26356151"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://griffith.academia.edu/KatherineMain">Katherine Main</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-26356151'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-26356151').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26356151 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26356151"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26356151; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26356151]").text(description); $(".js-view-count-work_26356151").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26356151").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26356151"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36725" rel="nofollow" href="https://www.academia.edu/Documents/in/Wellbeing">Wellbeing</a>, <script data-card-contents-for-ri="36725" type="text/json">{"id":36725,"name":"Wellbeing","url":"https://www.academia.edu/Documents/in/Wellbeing?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="46528" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Esteem">Self-Esteem</a><script data-card-contents-for-ri="46528" type="text/json">{"id":46528,"name":"Self-Esteem","url":"https://www.academia.edu/Documents/in/Self-Esteem?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26356151]'), work: {"id":26356151,"title":"Building social and emotional efficacy to (re)engage young adolescents: capitalising on the 'window of opportunity'","created_at":"2016-06-21T00:10:18.478-07:00","url":"https://www.academia.edu/26356151/Building_social_and_emotional_efficacy_to_re_engage_young_adolescents_capitalising_on_the_window_of_opportunity?f_ri=6390","dom_id":"work_26356151","summary":"Research confirms that when students disengage from learning, there is a greatly increased risk of them dropping out of school and not completing secondary education (Year 12). In an Organisation for Economic Co-Operation and Development (OECD) report on Equity in Education [OECD. 2012. “Investing in Equity in Education Pays off”, in Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Paris, France: OECD. doi:10.1787/9789264130852-3-en], school dropout rates in developed countries averaged 20% and, in some countries, was as high as 25%. Lyche [2010. Taking on the Completion Challenge. A Literature Review on Policies to Prevent Dropout and Early School Leaving. OECD Education Working Papers, No. 53. OECD. doi:10.1787/5km4m2t59cmr-en] noted that school dropout does not ‘just happen’ but rather is a long process of disengagement from school. Students entering early adolescence are experiencing rapid and complex changes to their social, emotional, physical, and cognitive development that can positively or negatively affect their experience in education environments. During this time, there is also an increased expectation, both at school and at home, that young adolescents should accept greater responsibility for themselves and their learning. However, when individual students fail to regulate their behaviour or manage the increasing difficulty of the academic work, they can begin to disengage from learning and become entrenched in a downward cycle of poor academic achievement and poor social competence. With an increasing trend in young adolescents to disengage from learning, identifying how to reengage students is critical to their social and academic success. This study reports on the key features of an early intervention programme that targets young adolescent students who are already showing early signs of disengaging from school. Data show that the programme aligns with evidence-based practice and has had a positive effect in promoting and building students’ social and emotional efficacy and re-engaging them in learning. ","downloadable_attachments":[{"id":46664891,"asset_id":26356151,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33545643,"first_name":"Sue","last_name":"Whatman","domain_name":"griffith","page_name":"SusanWhatman","display_name":"Sue Whatman","profile_url":"https://griffith.academia.edu/SusanWhatman?f_ri=6390","photo":"https://0.academia-photos.com/33545643/11382360/12696825/s65_susan.whatman.png"},{"id":18091642,"first_name":"Katherine","last_name":"Main","domain_name":"griffith","page_name":"KatherineMain","display_name":"Katherine Main","profile_url":"https://griffith.academia.edu/KatherineMain?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":36725,"name":"Wellbeing","url":"https://www.academia.edu/Documents/in/Wellbeing?f_ri=6390","nofollow":true},{"id":46528,"name":"Self-Esteem","url":"https://www.academia.edu/Documents/in/Self-Esteem?f_ri=6390","nofollow":true},{"id":130446,"name":"Social Skills","url":"https://www.academia.edu/Documents/in/Social_Skills?f_ri=6390"},{"id":337154,"name":"Social and emotional learning","url":"https://www.academia.edu/Documents/in/Social_and_emotional_learning?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15865548" data-work_id="15865548" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15865548/Personal_and_Contextual_Contributors_to_Young_Childrens_Activity_Based_Perceived_Self_Efficacy">Personal and Contextual Contributors to Young Children's Activity-Based Perceived Self-Efficacy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigated personal and contextual influences to young children’s perceived self-efficacy (SE) in social and independent learning situations. The participants were children (n = 24) 6–8 years old from four Finnish elementary... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15865548" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigated personal and contextual influences to young children’s perceived self-efficacy (SE) in social and independent learning situations. The participants were<br />children (n = 24) 6–8 years old from four Finnish elementary school classrooms. First, teachers from each classroom were asked to rate their students’ social competence<br />(SC). Second, the participants were videotaped in 45 social and 15 independent learning situations, and later interviewed about their SE perceptions using videostimulated<br />recall. Participants with higher SE demonstrated more stable perceptions and greater involvement in social learning situations. However, a statistically significant<br />relationship between perceived SE and SC was not found. Participants also identified 4 factors promoting perceived SE: positive emotional states, mastery experiences,<br />personal strategic behavior, and contextual support.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15865548" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="56f917c95ef4f0217114f09bad791f3c" rel="nofollow" data-download="{"attachment_id":38815097,"asset_id":15865548,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38815097/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="257064" href="https://independent.academia.edu/ElinaM%C3%A4%C3%A4tt%C3%A4">Dr. Elina Määttä</a><script data-card-contents-for-user="257064" type="text/json">{"id":257064,"first_name":"Dr. Elina","last_name":"Määttä","domain_name":"independent","page_name":"ElinaMäättä","display_name":"Dr. Elina Määttä","profile_url":"https://independent.academia.edu/ElinaM%C3%A4%C3%A4tt%C3%A4?f_ri=6390","photo":"https://0.academia-photos.com/257064/101423/11380249/s65_elina.m_tt_.jpg"}</script></span></span></li><li class="js-paper-rank-work_15865548 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15865548"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15865548, container: ".js-paper-rank-work_15865548", }); });</script></li><li class="js-percentile-work_15865548 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 15865548; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_15865548"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_15865548 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="15865548"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 15865548; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=15865548]").text(description); $(".js-view-count-work_15865548").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15865548").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15865548"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3285" rel="nofollow" href="https://www.academia.edu/Documents/in/Qualitative_Methods">Qualitative Methods</a>, <script data-card-contents-for-ri="3285" type="text/json">{"id":3285,"name":"Qualitative Methods","url":"https://www.academia.edu/Documents/in/Qualitative_Methods?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="72654" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Competence">Social Competence</a>, <script data-card-contents-for-ri="72654" type="text/json">{"id":72654,"name":"Social Competence","url":"https://www.academia.edu/Documents/in/Social_Competence?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221789" rel="nofollow" href="https://www.academia.edu/Documents/in/Stimulated_recall_interview">Stimulated recall interview</a><script data-card-contents-for-ri="221789" type="text/json">{"id":221789,"name":"Stimulated recall interview","url":"https://www.academia.edu/Documents/in/Stimulated_recall_interview?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15865548]'), work: {"id":15865548,"title":"Personal and Contextual Contributors to Young Children's Activity-Based Perceived Self-Efficacy","created_at":"2015-09-18T13:30:50.259-07:00","url":"https://www.academia.edu/15865548/Personal_and_Contextual_Contributors_to_Young_Childrens_Activity_Based_Perceived_Self_Efficacy?f_ri=6390","dom_id":"work_15865548","summary":"This study investigated personal and contextual influences to young children’s perceived self-efficacy (SE) in social and independent learning situations. The participants were\nchildren (n = 24) 6–8 years old from four Finnish elementary school classrooms. First, teachers from each classroom were asked to rate their students’ social competence\n(SC). Second, the participants were videotaped in 45 social and 15 independent learning situations, and later interviewed about their SE perceptions using videostimulated\nrecall. Participants with higher SE demonstrated more stable perceptions and greater involvement in social learning situations. However, a statistically significant\nrelationship between perceived SE and SC was not found. Participants also identified 4 factors promoting perceived SE: positive emotional states, mastery experiences,\npersonal strategic behavior, and contextual support.","downloadable_attachments":[{"id":38815097,"asset_id":15865548,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":257064,"first_name":"Dr. Elina","last_name":"Määttä","domain_name":"independent","page_name":"ElinaMäättä","display_name":"Dr. Elina Määttä","profile_url":"https://independent.academia.edu/ElinaM%C3%A4%C3%A4tt%C3%A4?f_ri=6390","photo":"https://0.academia-photos.com/257064/101423/11380249/s65_elina.m_tt_.jpg"}],"research_interests":[{"id":3285,"name":"Qualitative Methods","url":"https://www.academia.edu/Documents/in/Qualitative_Methods?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":72654,"name":"Social Competence","url":"https://www.academia.edu/Documents/in/Social_Competence?f_ri=6390","nofollow":true},{"id":221789,"name":"Stimulated recall interview","url":"https://www.academia.edu/Documents/in/Stimulated_recall_interview?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29349715 coauthored" data-work_id="29349715" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29349715/Impact_of_Health_Literacy_Self_efficacy_and_Outcome_Expectations_on_Adherence_to_self_care_Behaviors_in_Iranians_with_Type_2_Diabetes">Impact of Health Literacy, Self-efficacy, and Outcome Expectations on Adherence to self-care Behaviors in Iranians with Type 2 Diabetes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Objectives: Diabetic patients with higher health literacy (HL) may feel more confident in their ability to perform self-care behaviors and may have strong beliefs that diabetes related behaviors will lead to specific outcomes. Our study... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_29349715" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Objectives: Diabetic patients with higher health literacy (HL) may feel more confident in their ability to perform self-care behaviors and may have strong beliefs that diabetes related behaviors will lead to specific outcomes. Our study aimed to document the relationships between HL, self-efficacy, outcome expectations, and diabetes self-care of patients with type 2 diabetes mellitus (T2DM) in Iran. <br />Methods: We conducted a cross-sectional observational study of 187 patients with T2DM. Participants completed the Functional Communicative and Critical Health Literacy scale, the Summary of Diabetes Self-Care Activities, the Diabetes Management Self-Efficacy Scale, Outcome Expectations Questionnaire, and a demographic questionnaire. <br />Results: Participants who received diabetes education (t = 5.79, p<0.001) and were married (F = 3.04, p<0.050) had better diabetes self-care behavior. There was a significant positive correlation between self-care behaviors and communicative HL (r = 0.455, p<0.010), critical HL (r = 0.297, p<0.010), self-efficacy (r = 0.512, p<0.010) and outcome expectations (r = 0.387, p<0.010). Diabetes education and marital status accounted for 16.9% of the variance in diabetes self-care. Self-efficacy, outcome expectations, communicative, and critical HL explained 28.0%,1.5%, 3.7%, and 1.4% of the variance, respectively. <br />Conclusions: This study revealed that the potential impact of self-efficacy, outcome expectations, communicative, and critical HL should be considered in the education program for patients with diabetes. We found self-efficacy to be the most important predictor of diabetes self-care. Therefore, the use of self-efficacy theory when designing patient education interventions could enhance diabetes self-care. It is essential that health care providers assess patient’s HL levels to tailor health-related information specific to a domain of HL. This would fully inform patients and promote empowerment rather than simple compliance.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29349715" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e7c7643aa7deb041e6f8f3fe050251c5" rel="nofollow" data-download="{"attachment_id":49790881,"asset_id":29349715,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49790881/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="707407" href="https://bpums.academia.edu/HomamodinJavadzade">Homamodin Javadzade</a><script data-card-contents-for-user="707407" type="text/json">{"id":707407,"first_name":"Homamodin","last_name":"Javadzade","domain_name":"bpums","page_name":"HomamodinJavadzade","display_name":"Homamodin Javadzade","profile_url":"https://bpums.academia.edu/HomamodinJavadzade?f_ri=6390","photo":"https://0.academia-photos.com/707407/238957/15461467/s65_homamodin.javadzade.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-29349715">+1</span><div class="hidden js-additional-users-29349715"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://skums.academia.edu/ElaheTavassoli">Elahe Tavassoli</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-29349715'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-29349715').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_29349715 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="29349715"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 29349715, container: ".js-paper-rank-work_29349715", }); });</script></li><li class="js-percentile-work_29349715 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 29349715; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_29349715"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_29349715 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="29349715"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 29349715; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=29349715]").text(description); $(".js-view-count-work_29349715").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_29349715").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="29349715"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4581" rel="nofollow" href="https://www.academia.edu/Documents/in/Diabetes">Diabetes</a>, <script data-card-contents-for-ri="4581" type="text/json">{"id":4581,"name":"Diabetes","url":"https://www.academia.edu/Documents/in/Diabetes?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6424" rel="nofollow" href="https://www.academia.edu/Documents/in/Health_Literacy">Health Literacy</a>, <script data-card-contents-for-ri="6424" type="text/json">{"id":6424,"name":"Health Literacy","url":"https://www.academia.edu/Documents/in/Health_Literacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="52710" rel="nofollow" href="https://www.academia.edu/Documents/in/Patient_education">Patient education</a><script data-card-contents-for-ri="52710" type="text/json">{"id":52710,"name":"Patient education","url":"https://www.academia.edu/Documents/in/Patient_education?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=29349715]'), work: {"id":29349715,"title":"Impact of Health Literacy, Self-efficacy, and Outcome Expectations on Adherence to self-care Behaviors in Iranians with Type 2 Diabetes","created_at":"2016-10-22T10:44:06.457-07:00","url":"https://www.academia.edu/29349715/Impact_of_Health_Literacy_Self_efficacy_and_Outcome_Expectations_on_Adherence_to_self_care_Behaviors_in_Iranians_with_Type_2_Diabetes?f_ri=6390","dom_id":"work_29349715","summary":"Objectives: Diabetic patients with higher health literacy (HL) may feel more confident in their ability to perform self-care behaviors and may have strong beliefs that diabetes related behaviors will lead to specific outcomes. Our study aimed to document the relationships between HL, self-efficacy, outcome expectations, and diabetes self-care of patients with type 2 diabetes mellitus (T2DM) in Iran. \nMethods: We conducted a cross-sectional observational study of 187 patients with T2DM. Participants completed the Functional Communicative and Critical Health Literacy scale, the Summary of Diabetes Self-Care Activities, the Diabetes Management Self-Efficacy Scale, Outcome Expectations Questionnaire, and a demographic questionnaire. \nResults: Participants who received diabetes education (t = 5.79, p\u003c0.001) and were married (F = 3.04, p\u003c0.050) had better diabetes self-care behavior. There was a significant positive correlation between self-care behaviors and communicative HL (r = 0.455, p\u003c0.010), critical HL (r = 0.297, p\u003c0.010), self-efficacy (r = 0.512, p\u003c0.010) and outcome expectations (r = 0.387, p\u003c0.010). Diabetes education and marital status accounted for 16.9% of the variance in diabetes self-care. Self-efficacy, outcome expectations, communicative, and critical HL explained 28.0%,1.5%, 3.7%, and 1.4% of the variance, respectively. \nConclusions: This study revealed that the potential impact of self-efficacy, outcome expectations, communicative, and critical HL should be considered in the education program for patients with diabetes. We found self-efficacy to be the most important predictor of diabetes self-care. Therefore, the use of self-efficacy theory when designing patient education interventions could enhance diabetes self-care. It is essential that health care providers assess patient’s HL levels to tailor health-related information specific to a domain of HL. This would fully inform patients and promote empowerment rather than simple compliance.\n","downloadable_attachments":[{"id":49790881,"asset_id":29349715,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":707407,"first_name":"Homamodin","last_name":"Javadzade","domain_name":"bpums","page_name":"HomamodinJavadzade","display_name":"Homamodin Javadzade","profile_url":"https://bpums.academia.edu/HomamodinJavadzade?f_ri=6390","photo":"https://0.academia-photos.com/707407/238957/15461467/s65_homamodin.javadzade.jpg"},{"id":21536764,"first_name":"Elahe","last_name":"Tavassoli","domain_name":"skums","page_name":"ElaheTavassoli","display_name":"Elahe Tavassoli","profile_url":"https://skums.academia.edu/ElaheTavassoli?f_ri=6390","photo":"https://0.academia-photos.com/21536764/13528949/14706895/s65_elahe.tavassoli.jpg"}],"research_interests":[{"id":4581,"name":"Diabetes","url":"https://www.academia.edu/Documents/in/Diabetes?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":6424,"name":"Health Literacy","url":"https://www.academia.edu/Documents/in/Health_Literacy?f_ri=6390","nofollow":true},{"id":52710,"name":"Patient education","url":"https://www.academia.edu/Documents/in/Patient_education?f_ri=6390","nofollow":true},{"id":679802,"name":"Outcome Expectancy","url":"https://www.academia.edu/Documents/in/Outcome_Expectancy?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43954460" data-work_id="43954460" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43954460/Examination_of_Novice_Coaches_Previous_Experience_as_Athletes_Examples_of_Autonomy_Support_and_Controlling_Behaviors_as_Influences_on_Future_Coaching_Practice">Examination of Novice Coaches' Previous Experience as Athletes: Examples of Autonomy Support and Controlling Behaviors as Influences on Future Coaching Practice</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As part of a coach's informal learning process, previous athletic experience is a foundational element of an athlete's future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43954460" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As part of a coach's informal learning process, previous athletic experience is a foundational element of an athlete's future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions with athletes. Although it is investigated more generally, previous athletic experience is rarely considered in understanding specific coaching behaviors related to supporting athletes' needs and motivation. This study investigated 15 novice coaches' personal athletic and coaching experiences to determine how these experiences influenced their own coaching practice with regard to the engagement in autonomy-supportive and/or controlling behaviors. The interview data revealed that novice coaches used their past experiences to inform their practice in the following three ways: (a) experienced controlling behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching; (b) experienced controlling behaviors as an athlete, which transferred to a desire to be more controlling in coaching; and (c) experienced autonomy-supportive behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching. These results suggest the importance of considering previous athletic experience as an antecedent to coaches' engagement in autonomy-supportive behaviors.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43954460" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8ccbedf1a99e22d398b0ccfa8f575122" rel="nofollow" data-download="{"attachment_id":64280836,"asset_id":43954460,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64280836/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="284055" href="https://kennesaw.academia.edu/BrianCulp">Brian Culp</a><script data-card-contents-for-user="284055" type="text/json">{"id":284055,"first_name":"Brian","last_name":"Culp","domain_name":"kennesaw","page_name":"BrianCulp","display_name":"Brian Culp","profile_url":"https://kennesaw.academia.edu/BrianCulp?f_ri=6390","photo":"https://0.academia-photos.com/284055/99235/134111048/s65_brian.culp.jpg"}</script></span></span></li><li class="js-paper-rank-work_43954460 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43954460"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43954460, container: ".js-paper-rank-work_43954460", }); });</script></li><li class="js-percentile-work_43954460 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43954460; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43954460"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43954460 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43954460"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43954460; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43954460]").text(description); $(".js-view-count-work_43954460").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43954460").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43954460"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="218" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology_of_Sport">Sociology of Sport</a>, <script data-card-contents-for-ri="218" type="text/json">{"id":218,"name":"Sociology of Sport","url":"https://www.academia.edu/Documents/in/Sociology_of_Sport?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2969" rel="nofollow" href="https://www.academia.edu/Documents/in/Leadership">Leadership</a><script data-card-contents-for-ri="2969" type="text/json">{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43954460]'), work: {"id":43954460,"title":"Examination of Novice Coaches' Previous Experience as Athletes: Examples of Autonomy Support and Controlling Behaviors as Influences on Future Coaching Practice","created_at":"2020-08-26T06:27:31.339-07:00","url":"https://www.academia.edu/43954460/Examination_of_Novice_Coaches_Previous_Experience_as_Athletes_Examples_of_Autonomy_Support_and_Controlling_Behaviors_as_Influences_on_Future_Coaching_Practice?f_ri=6390","dom_id":"work_43954460","summary":"As part of a coach's informal learning process, previous athletic experience is a foundational element of an athlete's future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions with athletes. Although it is investigated more generally, previous athletic experience is rarely considered in understanding specific coaching behaviors related to supporting athletes' needs and motivation. This study investigated 15 novice coaches' personal athletic and coaching experiences to determine how these experiences influenced their own coaching practice with regard to the engagement in autonomy-supportive and/or controlling behaviors. The interview data revealed that novice coaches used their past experiences to inform their practice in the following three ways: (a) experienced controlling behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching; (b) experienced controlling behaviors as an athlete, which transferred to a desire to be more controlling in coaching; and (c) experienced autonomy-supportive behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching. These results suggest the importance of considering previous athletic experience as an antecedent to coaches' engagement in autonomy-supportive behaviors.","downloadable_attachments":[{"id":64280836,"asset_id":43954460,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":284055,"first_name":"Brian","last_name":"Culp","domain_name":"kennesaw","page_name":"BrianCulp","display_name":"Brian Culp","profile_url":"https://kennesaw.academia.edu/BrianCulp?f_ri=6390","photo":"https://0.academia-photos.com/284055/99235/134111048/s65_brian.culp.jpg"}],"research_interests":[{"id":218,"name":"Sociology of Sport","url":"https://www.academia.edu/Documents/in/Sociology_of_Sport?f_ri=6390","nofollow":true},{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy?f_ri=6390","nofollow":true},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=6390","nofollow":true},{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=6390","nofollow":true},{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=6390"},{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=6390"},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390"},{"id":12154,"name":"Sports Performance","url":"https://www.academia.edu/Documents/in/Sports_Performance?f_ri=6390"},{"id":12557,"name":"Kinesiology","url":"https://www.academia.edu/Documents/in/Kinesiology?f_ri=6390"},{"id":22216,"name":"Athletics","url":"https://www.academia.edu/Documents/in/Athletics?f_ri=6390"},{"id":24480,"name":"Sports Development","url":"https://www.academia.edu/Documents/in/Sports_Development?f_ri=6390"},{"id":25806,"name":"Physical Education","url":"https://www.academia.edu/Documents/in/Physical_Education?f_ri=6390"},{"id":42968,"name":"Coaching","url":"https://www.academia.edu/Documents/in/Coaching?f_ri=6390"},{"id":46406,"name":"Motivation","url":"https://www.academia.edu/Documents/in/Motivation?f_ri=6390"},{"id":55904,"name":"Sports Coaching","url":"https://www.academia.edu/Documents/in/Sports_Coaching?f_ri=6390"},{"id":180153,"name":"Sport Science","url":"https://www.academia.edu/Documents/in/Sport_Science?f_ri=6390"},{"id":203819,"name":"Autonomy Support","url":"https://www.academia.edu/Documents/in/Autonomy_Support?f_ri=6390"},{"id":319070,"name":"Coaching Philosophy","url":"https://www.academia.edu/Documents/in/Coaching_Philosophy?f_ri=6390"},{"id":850016,"name":"Expertise In Coaching","url":"https://www.academia.edu/Documents/in/Expertise_In_Coaching?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39252721" data-work_id="39252721" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39252721/Developing_self_efficacy_and_career_optimism_through_participation_in_communities_of_practice_within_Australian_creative_industries">Developing self-efficacy and career optimism through participation in communities of practice within Australian creative industries</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Building a sustainable career in the creative industries is a challenging proposition. Creative workers face high levels of employment insecurity and limited career development opportunity. Those working in the sector must build... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39252721" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Building a sustainable career in the creative industries is a challenging proposition. Creative workers face high levels of employment insecurity and limited career development opportunity. Those working in the sector must build discipline-oriented career self-management skills, while also finding ways to cope with the psychologically demanding nature of precarious work. Two competencies that contribute to creative career success are self-efficacy and career optimism, both of which support resilience and persistence in the face of career obstacles. This study used narrative data from 28 interviews across six creative disciplines to examine how creative workers who work within communities of practice build self-efficacy and career optimism. The findings suggested that, by participating in communities of practice, creative practitioners not only build professional skills that align with their discipline but also gain psychosocial support that promotes resilience. There is an opportunity, therefore, to enhance understanding of communities of practice with creative career development offerings.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39252721" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dd920025957a5a86dda915b976c4103d" rel="nofollow" data-download="{"attachment_id":59385303,"asset_id":39252721,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59385303/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="28510640" href="https://unimelb.academia.edu/KimGoodwin">Kim Goodwin</a><script data-card-contents-for-user="28510640" type="text/json">{"id":28510640,"first_name":"Kim","last_name":"Goodwin","domain_name":"unimelb","page_name":"KimGoodwin","display_name":"Kim Goodwin","profile_url":"https://unimelb.academia.edu/KimGoodwin?f_ri=6390","photo":"https://0.academia-photos.com/28510640/8059581/9025016/s65_kim.goodwin.jpg"}</script></span></span></li><li class="js-paper-rank-work_39252721 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39252721"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39252721, container: ".js-paper-rank-work_39252721", }); });</script></li><li class="js-percentile-work_39252721 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39252721; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39252721"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39252721 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39252721"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39252721; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39252721]").text(description); $(".js-view-count-work_39252721").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39252721").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39252721"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2102" rel="nofollow" href="https://www.academia.edu/Documents/in/Career_Management">Career Management</a>, <script data-card-contents-for-ri="2102" type="text/json">{"id":2102,"name":"Career Management","url":"https://www.academia.edu/Documents/in/Career_Management?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11344" rel="nofollow" href="https://www.academia.edu/Documents/in/Creative_Industries">Creative Industries</a>, <script data-card-contents-for-ri="11344" type="text/json">{"id":11344,"name":"Creative Industries","url":"https://www.academia.edu/Documents/in/Creative_Industries?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17287" rel="nofollow" href="https://www.academia.edu/Documents/in/Arts_Management">Arts Management</a><script data-card-contents-for-ri="17287" type="text/json">{"id":17287,"name":"Arts Management","url":"https://www.academia.edu/Documents/in/Arts_Management?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39252721]'), work: {"id":39252721,"title":"Developing self-efficacy and career optimism through participation in communities of practice within Australian creative industries","created_at":"2019-05-24T18:43:55.862-07:00","url":"https://www.academia.edu/39252721/Developing_self_efficacy_and_career_optimism_through_participation_in_communities_of_practice_within_Australian_creative_industries?f_ri=6390","dom_id":"work_39252721","summary":"Building a sustainable career in the creative industries is a challenging proposition. Creative workers face high levels of employment insecurity and limited career development opportunity. Those working in the sector must build discipline-oriented career self-management skills, while also finding ways to cope with the psychologically demanding nature of precarious work. Two competencies that contribute to creative career success are self-efficacy and career optimism, both of which support resilience and persistence in the face of career obstacles. This study used narrative data from 28 interviews across six creative disciplines to examine how creative workers who work within communities of practice build self-efficacy and career optimism. The findings suggested that, by participating in communities of practice, creative practitioners not only build professional skills that align with their discipline but also gain psychosocial support that promotes resilience. There is an opportunity, therefore, to enhance understanding of communities of practice with creative career development offerings.","downloadable_attachments":[{"id":59385303,"asset_id":39252721,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":28510640,"first_name":"Kim","last_name":"Goodwin","domain_name":"unimelb","page_name":"KimGoodwin","display_name":"Kim Goodwin","profile_url":"https://unimelb.academia.edu/KimGoodwin?f_ri=6390","photo":"https://0.academia-photos.com/28510640/8059581/9025016/s65_kim.goodwin.jpg"}],"research_interests":[{"id":2102,"name":"Career Management","url":"https://www.academia.edu/Documents/in/Career_Management?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":11344,"name":"Creative Industries","url":"https://www.academia.edu/Documents/in/Creative_Industries?f_ri=6390","nofollow":true},{"id":17287,"name":"Arts Management","url":"https://www.academia.edu/Documents/in/Arts_Management?f_ri=6390","nofollow":true},{"id":66911,"name":"Career Development","url":"https://www.academia.edu/Documents/in/Career_Development?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8216735" data-work_id="8216735" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8216735/To_Flourish_Arm_or_Fade_Away_Proactive_Defensive_and_Depressive_Patterns_of_Self_Regulated_Learning">To Flourish, Arm or Fade Away? Proactive, Defensive and Depressive Patterns of Self-Regulated Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Numerous empirical findings relevant for self-regulation research can be related to functional self-regulation patterns (proactive and defensive) and a dysfunctional pattern (depressive absence of self-regulation efforts). The first two... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8216735" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Numerous empirical findings relevant for self-regulation research can be related to functional self-regulation patterns (proactive and defensive) and a dysfunctional pattern (depressive absence of self-regulation efforts). The first two patterns are in accordance with numerous empirical findings coming from the fields of cognitive, social and educational psychology, including concepts such as promotion vs. prevention focus and mastery or learning mode vs. coping or well-being mode. These patterns can be supplemented with a depressive pattern indicating self-defeating cognitions and strategies, absence of motivation and self-regulatory efforts. The empirical part of this study is focused on self-regulated learning and relationships between cognitive beliefs, motivational beliefs and self-regulation strategies. Croatian upper elementary students (N = 460; age 11–14 years) participated in this investigation. Self-reports were gathered by self-regulated learning components scale. The factor analysis of self-regulation components supported the theoretical distinction between the proactive and defensive self-regulation patterns. The results were interpreted in the context of previous research findings. Further research needs to address the question of specific self-regulation failures (the depressive pattern) in samples that include larger proportion of poorly adapted and under-achieving students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8216735" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c14a7ed732db853f20539a36967d8e5f" rel="nofollow" data-download="{"attachment_id":34643665,"asset_id":8216735,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34643665/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16159289" href="https://uniri.academia.edu/DarkoLoncaric">Darko Loncaric</a><script data-card-contents-for-user="16159289" type="text/json">{"id":16159289,"first_name":"Darko","last_name":"Loncaric","domain_name":"uniri","page_name":"DarkoLoncaric","display_name":"Darko Loncaric","profile_url":"https://uniri.academia.edu/DarkoLoncaric?f_ri=6390","photo":"https://0.academia-photos.com/16159289/4384778/5089137/s65_darko.loncaric.jpg"}</script></span></span></li><li class="js-paper-rank-work_8216735 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8216735"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8216735, container: ".js-paper-rank-work_8216735", }); });</script></li><li class="js-percentile-work_8216735 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8216735; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8216735"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8216735 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8216735"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8216735; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8216735]").text(description); $(".js-view-count-work_8216735").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8216735").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8216735"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">28</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="3102" rel="nofollow" href="https://www.academia.edu/Documents/in/Coping_Strategies">Coping Strategies</a>, <script data-card-contents-for-ri="3102" type="text/json">{"id":3102,"name":"Coping Strategies","url":"https://www.academia.edu/Documents/in/Coping_Strategies?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4433" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Determination_Theory">Self-Determination Theory</a>, <script data-card-contents-for-ri="4433" type="text/json">{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6292" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-regulated_Learning">Self-regulated Learning</a><script data-card-contents-for-ri="6292" type="text/json">{"id":6292,"name":"Self-regulated Learning","url":"https://www.academia.edu/Documents/in/Self-regulated_Learning?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8216735]'), work: {"id":8216735,"title":"To Flourish, Arm or Fade Away? Proactive, Defensive and Depressive Patterns of Self-Regulated Learning","created_at":"2014-09-06T01:12:57.737-07:00","url":"https://www.academia.edu/8216735/To_Flourish_Arm_or_Fade_Away_Proactive_Defensive_and_Depressive_Patterns_of_Self_Regulated_Learning?f_ri=6390","dom_id":"work_8216735","summary":"Numerous empirical findings relevant for self-regulation research can be related to functional self-regulation patterns (proactive and defensive) and a dysfunctional pattern (depressive absence of self-regulation efforts). The first two patterns are in accordance with numerous empirical findings coming from the fields of cognitive, social and educational psychology, including concepts such as promotion vs. prevention focus and mastery or learning mode vs. coping or well-being mode. These patterns can be supplemented with a depressive pattern indicating self-defeating cognitions and strategies, absence of motivation and self-regulatory efforts. The empirical part of this study is focused on self-regulated learning and relationships between cognitive beliefs, motivational beliefs and self-regulation strategies. Croatian upper elementary students (N = 460; age 11–14 years) participated in this investigation. Self-reports were gathered by self-regulated learning components scale. The factor analysis of self-regulation components supported the theoretical distinction between the proactive and defensive self-regulation patterns. The results were interpreted in the context of previous research findings. Further research needs to address the question of specific self-regulation failures (the depressive pattern) in samples that include larger proportion of poorly adapted and under-achieving students.","downloadable_attachments":[{"id":34643665,"asset_id":8216735,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16159289,"first_name":"Darko","last_name":"Loncaric","domain_name":"uniri","page_name":"DarkoLoncaric","display_name":"Darko Loncaric","profile_url":"https://uniri.academia.edu/DarkoLoncaric?f_ri=6390","photo":"https://0.academia-photos.com/16159289/4384778/5089137/s65_darko.loncaric.jpg"}],"research_interests":[{"id":3102,"name":"Coping Strategies","url":"https://www.academia.edu/Documents/in/Coping_Strategies?f_ri=6390","nofollow":true},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=6390","nofollow":true},{"id":4433,"name":"Self-Determination Theory","url":"https://www.academia.edu/Documents/in/Self-Determination_Theory?f_ri=6390","nofollow":true},{"id":6292,"name":"Self-regulated Learning","url":"https://www.academia.edu/Documents/in/Self-regulated_Learning?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390"},{"id":7255,"name":"Learning Styles","url":"https://www.academia.edu/Documents/in/Learning_Styles?f_ri=6390"},{"id":8144,"name":"School Psychology","url":"https://www.academia.edu/Documents/in/School_Psychology?f_ri=6390"},{"id":11105,"name":"Self Regulation","url":"https://www.academia.edu/Documents/in/Self_Regulation?f_ri=6390"},{"id":19212,"name":"Self-directed learning","url":"https://www.academia.edu/Documents/in/Self-directed_learning?f_ri=6390"},{"id":26333,"name":"Self-protecting Systems","url":"https://www.academia.edu/Documents/in/Self-protecting_Systems?f_ri=6390"},{"id":30542,"name":"Depression (Psychology)","url":"https://www.academia.edu/Documents/in/Depression_Psychology_?f_ri=6390"},{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=6390"},{"id":46528,"name":"Self-Esteem","url":"https://www.academia.edu/Documents/in/Self-Esteem?f_ri=6390"},{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children?f_ri=6390"},{"id":55162,"name":"Coping Styles","url":"https://www.academia.edu/Documents/in/Coping_Styles?f_ri=6390"},{"id":62296,"name":"Metacognitive Learning Strategies","url":"https://www.academia.edu/Documents/in/Metacognitive_Learning_Strategies?f_ri=6390"},{"id":88020,"name":"Coping","url":"https://www.academia.edu/Documents/in/Coping?f_ri=6390"},{"id":128783,"name":"Stress and coping","url":"https://www.academia.edu/Documents/in/Stress_and_coping?f_ri=6390"},{"id":139373,"name":"Stress and Coping, Developmental Psychology, Child Psychopathology, Special Education, Children with Mental Retardation, Parent-Child Interaction","url":"https://www.academia.edu/Documents/in/Stress_and_Coping_Developmental_Psychology_Child_Psychopathology_Special_Education_Children_with?f_ri=6390"},{"id":170865,"name":"Learned Helplessness","url":"https://www.academia.edu/Documents/in/Learned_Helplessness?f_ri=6390"},{"id":197383,"name":"Depressive realism","url":"https://www.academia.edu/Documents/in/Depressive_realism?f_ri=6390"},{"id":205866,"name":"Proactive Coping","url":"https://www.academia.edu/Documents/in/Proactive_Coping?f_ri=6390"},{"id":224403,"name":"Proactive Behaviors","url":"https://www.academia.edu/Documents/in/Proactive_Behaviors?f_ri=6390"},{"id":228182,"name":"Learning Strategies","url":"https://www.academia.edu/Documents/in/Learning_Strategies-1?f_ri=6390"},{"id":339609,"name":"School Failure","url":"https://www.academia.edu/Documents/in/School_Failure?f_ri=6390"},{"id":629124,"name":"Cognitive Learning Strategies","url":"https://www.academia.edu/Documents/in/Cognitive_Learning_Strategies?f_ri=6390"},{"id":721277,"name":"Proactive","url":"https://www.academia.edu/Documents/in/Proactive?f_ri=6390"},{"id":755564,"name":"Defensive mechanisms","url":"https://www.academia.edu/Documents/in/Defensive_mechanisms?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_5321606" data-work_id="5321606" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/5321606/Impact_of_Job_Insecurity_Role_Perception_and_Self_Efficacy_on_Bankers_Affective_Wellbeing">Impact of Job Insecurity, Role Perception and Self Efficacy on Bankers' Affective Wellbeing</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigated the impact of job insecurity, role perception and self efficacy on banker's affective wellbeing. Survey research redesign and quota sampling technique were adopted in this study. 250 male and female bankers... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_5321606" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigated the impact of job insecurity, role perception and self efficacy on banker's affective wellbeing. Survey research redesign and quota sampling technique were adopted in this study. 250 male and female bankers participated while data was collected from using a validated questionnaire form. Two hypotheses were tested and results showed that role perception, job insecurity and self efficacy jointly predicted affective wellbeing (F (3,202) = 16.08; P< .05); self efficacy is the most independent predictor of affective wellbeing (β= .29; t=4.16; P<.05); role perception (β= .22; t= 3.41; P<.05) also predicted affective wellbeing while job insecurity (β= .01; t= 0.21; P>.05) did not. However, results indicated that age, gender, years of experience and organizational tenure did not either jointly or independently predict affective wellbeing. Hence, it was recommended that managers in the banking sector should pay adequate attention to the salient psychological factor of job insecurity, role perception and self-efficacy of employees and ensure that they are well trained and sensitized on the necessity of putting on a high level of confidence in handling work-life situations, ascertain permanent employment status and enhance the positive perception of bankers as this positively increases their well-being.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/5321606" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a9843f37951c014d297790a4e3ed9d96" rel="nofollow" data-download="{"attachment_id":32482856,"asset_id":5321606,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32482856/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2594470" href="https://independent.academia.edu/iosrjournals">IOSR Journals</a><script data-card-contents-for-user="2594470" type="text/json">{"id":2594470,"first_name":"IOSR","last_name":"Journals","domain_name":"independent","page_name":"iosrjournals","display_name":"IOSR Journals","profile_url":"https://independent.academia.edu/iosrjournals?f_ri=6390","photo":"https://0.academia-photos.com/2594470/1482486/33690215/s65_iosr.journals.png"}</script></span></span></li><li class="js-paper-rank-work_5321606 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="5321606"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 5321606, container: ".js-paper-rank-work_5321606", }); 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$(".js-view-count[data-work-id=5321606]").text(description); $(".js-view-count-work_5321606").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_5321606").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="5321606"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="32" rel="nofollow" href="https://www.academia.edu/Documents/in/Organizational_Behavior">Organizational Behavior</a>, <script data-card-contents-for-ri="32" type="text/json">{"id":32,"name":"Organizational Behavior","url":"https://www.academia.edu/Documents/in/Organizational_Behavior?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6416" rel="nofollow" href="https://www.academia.edu/Documents/in/Human_Resource_Management">Human Resource Management</a><script data-card-contents-for-ri="6416" type="text/json">{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=5321606]'), work: {"id":5321606,"title":"Impact of Job Insecurity, Role Perception and Self Efficacy on Bankers' Affective Wellbeing","created_at":"2013-12-04T15:21:17.608-08:00","url":"https://www.academia.edu/5321606/Impact_of_Job_Insecurity_Role_Perception_and_Self_Efficacy_on_Bankers_Affective_Wellbeing?f_ri=6390","dom_id":"work_5321606","summary":"This study investigated the impact of job insecurity, role perception and self efficacy on banker's affective wellbeing. Survey research redesign and quota sampling technique were adopted in this study. 250 male and female bankers participated while data was collected from using a validated questionnaire form. Two hypotheses were tested and results showed that role perception, job insecurity and self efficacy jointly predicted affective wellbeing (F (3,202) = 16.08; P\u003c .05); self efficacy is the most independent predictor of affective wellbeing (β= .29; t=4.16; P\u003c.05); role perception (β= .22; t= 3.41; P\u003c.05) also predicted affective wellbeing while job insecurity (β= .01; t= 0.21; P\u003e.05) did not. However, results indicated that age, gender, years of experience and organizational tenure did not either jointly or independently predict affective wellbeing. Hence, it was recommended that managers in the banking sector should pay adequate attention to the salient psychological factor of job insecurity, role perception and self-efficacy of employees and ensure that they are well trained and sensitized on the necessity of putting on a high level of confidence in handling work-life situations, ascertain permanent employment status and enhance the positive perception of bankers as this positively increases their well-being.","downloadable_attachments":[{"id":32482856,"asset_id":5321606,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2594470,"first_name":"IOSR","last_name":"Journals","domain_name":"independent","page_name":"iosrjournals","display_name":"IOSR Journals","profile_url":"https://independent.academia.edu/iosrjournals?f_ri=6390","photo":"https://0.academia-photos.com/2594470/1482486/33690215/s65_iosr.journals.png"}],"research_interests":[{"id":32,"name":"Organizational Behavior","url":"https://www.academia.edu/Documents/in/Organizational_Behavior?f_ri=6390","nofollow":true},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":6416,"name":"Human Resource Management","url":"https://www.academia.edu/Documents/in/Human_Resource_Management?f_ri=6390","nofollow":true},{"id":46317,"name":"Job Insecurity","url":"https://www.academia.edu/Documents/in/Job_Insecurity?f_ri=6390"},{"id":1162397,"name":"Bankers","url":"https://www.academia.edu/Documents/in/Bankers?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69532090 coauthored" data-work_id="69532090" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69532090/Rape_Myth_Acceptance_and_General_Self_Efficacy_Gender_Race_and_Ethnic_Differences_of_Knowing_a_Sexual_Assault_Victim_among_University_Students">Rape Myth Acceptance and General Self-Efficacy: Gender, Race, and Ethnic Differences of Knowing a Sexual Assault Victim among University Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Knowing a sexual assault victim and general self-efficacy (GSE) were examined as predictors of rape myth acceptance (RMA) among university students. Where knowing a sexual assault victim was associated with greater rejection of rape myths... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69532090" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Knowing a sexual assault victim and general self-efficacy (GSE) were examined as predictors of rape myth acceptance (RMA) among university students. Where knowing a sexual assault victim was associated with greater rejection of rape myths among female students, most notably White females, a null effect occurred on male students, except for Black males whose RMA increased. Higher self-efficacy predicted the overall rejection of rape myths differently among identity intersections, most prominently with victim blaming. Knowing a sexual assault victim moderated GSE and RMA for male students and Latinos. These findings offer practical and critical implications as universities grow in diversity.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69532090" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d42eaae74b270f2a0e5512c8e899a9d7" rel="nofollow" data-download="{"attachment_id":79591945,"asset_id":69532090,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79591945/download_file?st=MTc0MDE0NjUxNyw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33042156" href="https://shsu.academia.edu/JohnNavarro">John C Navarro</a><script data-card-contents-for-user="33042156" type="text/json">{"id":33042156,"first_name":"John","last_name":"Navarro","domain_name":"shsu","page_name":"JohnNavarro","display_name":"John C Navarro","profile_url":"https://shsu.academia.edu/JohnNavarro?f_ri=6390","photo":"https://0.academia-photos.com/33042156/15487844/19997501/s65_john.navarro.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-69532090">+1</span><div class="hidden js-additional-users-69532090"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/KathleenRatajczak">Kathleen Ratajczak</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-69532090'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-69532090').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_69532090 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69532090"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69532090, container: ".js-paper-rank-work_69532090", }); });</script></li><li class="js-percentile-work_69532090 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69532090; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69532090"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69532090 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69532090"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69532090; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69532090]").text(description); $(".js-view-count-work_69532090").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69532090").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69532090"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4801" rel="nofollow" href="https://www.academia.edu/Documents/in/Sexual_Violence">Sexual Violence</a>, <script data-card-contents-for-ri="4801" type="text/json">{"id":4801,"name":"Sexual Violence","url":"https://www.academia.edu/Documents/in/Sexual_Violence?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5453" rel="nofollow" href="https://www.academia.edu/Documents/in/Race_and_Ethnicity">Race and Ethnicity</a>, <script data-card-contents-for-ri="5453" type="text/json">{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7024" rel="nofollow" href="https://www.academia.edu/Documents/in/Gender">Gender</a><script data-card-contents-for-ri="7024" type="text/json">{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69532090]'), work: {"id":69532090,"title":"Rape Myth Acceptance and General Self-Efficacy: Gender, Race, and Ethnic Differences of Knowing a Sexual Assault Victim among University Students","created_at":"2022-01-26T15:41:48.726-08:00","url":"https://www.academia.edu/69532090/Rape_Myth_Acceptance_and_General_Self_Efficacy_Gender_Race_and_Ethnic_Differences_of_Knowing_a_Sexual_Assault_Victim_among_University_Students?f_ri=6390","dom_id":"work_69532090","summary":"Knowing a sexual assault victim and general self-efficacy (GSE) were examined as predictors of rape myth acceptance (RMA) among university students. Where knowing a sexual assault victim was associated with greater rejection of rape myths among female students, most notably White females, a null effect occurred on male students, except for Black males whose RMA increased. Higher self-efficacy predicted the overall rejection of rape myths differently among identity intersections, most prominently with victim blaming. Knowing a sexual assault victim moderated GSE and RMA for male students and Latinos. These findings offer practical and critical implications as universities grow in diversity.","downloadable_attachments":[{"id":79591945,"asset_id":69532090,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33042156,"first_name":"John","last_name":"Navarro","domain_name":"shsu","page_name":"JohnNavarro","display_name":"John C Navarro","profile_url":"https://shsu.academia.edu/JohnNavarro?f_ri=6390","photo":"https://0.academia-photos.com/33042156/15487844/19997501/s65_john.navarro.jpg"},{"id":214102123,"first_name":"Kathleen","last_name":"Ratajczak","domain_name":"independent","page_name":"KathleenRatajczak","display_name":"Kathleen Ratajczak","profile_url":"https://independent.academia.edu/KathleenRatajczak?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":4801,"name":"Sexual Violence","url":"https://www.academia.edu/Documents/in/Sexual_Violence?f_ri=6390","nofollow":true},{"id":5453,"name":"Race and Ethnicity","url":"https://www.academia.edu/Documents/in/Race_and_Ethnicity?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=6390","nofollow":true},{"id":12471,"name":"Violence Against Women","url":"https://www.academia.edu/Documents/in/Violence_Against_Women?f_ri=6390"},{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=6390"},{"id":126465,"name":"Efficacy","url":"https://www.academia.edu/Documents/in/Efficacy?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38514187" data-work_id="38514187" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38514187/Probing_Teacher_Creativity_in_the_Light_of_Motivation_Self_efficacy_and_Burnout">Probing Teacher Creativity in the Light of Motivation, Self-efficacy and Burnout</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38514187" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research has espoused the role of different factors, including teacher motivation, self-efficacy and burnout in creating more teaching creativity and increased teaching success. However, the findings of research in this regard are still inconclusive. The researchers in the current study embarked on probing the relationship between Iranian high school teachers" creativity on the one hand, and their motivation, self-efficacy and burnout, on the other. In so doing, 100 teachers were recruited as the study participants. To conduct the study, a set of questionnaires-Torrance"s (2008) test of creativity, Hackman and Oldham"s (1980) teacher motivation scale, Bandura"s (1997) teacher Self-Efficacy questionnaire, and Maslach and Jackson"s (1981) Burnout Inventory-were utilized. The results of the study showed that there is a significant positive correlation between teachers" motivation and self-efficacy, on the one hand, and their creativity, on the other. Moreover, a significant negative correlation was found between teacher burnout and creativity. The implications of the findings are discussed throughout the paper.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38514187" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="10a9a7fa6030fd090da2d8ab5bc555b0" rel="nofollow" data-download="{"attachment_id":58582431,"asset_id":38514187,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58582431/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4443238" href="https://eltsjournal.academia.edu/InternationalJournalofEnglishLanguageandTranslationStudies">International Journal of English Language and Translation Studies</a><script data-card-contents-for-user="4443238" type="text/json">{"id":4443238,"first_name":"International Journal of English Language","last_name":"and Translation Studies","domain_name":"eltsjournal","page_name":"InternationalJournalofEnglishLanguageandTranslationStudies","display_name":"International Journal of English Language and Translation Studies","profile_url":"https://eltsjournal.academia.edu/InternationalJournalofEnglishLanguageandTranslationStudies?f_ri=6390","photo":"https://0.academia-photos.com/4443238/1814454/9010746/s65_international_journal_of_english_language.and_translation_studies.jpg"}</script></span></span></li><li class="js-paper-rank-work_38514187 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38514187"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38514187, container: ".js-paper-rank-work_38514187", }); 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$(".js-view-count[data-work-id=38514187]").text(description); $(".js-view-count-work_38514187").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38514187").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38514187"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1751" rel="nofollow" href="https://www.academia.edu/Documents/in/Creativity">Creativity</a>, <script data-card-contents-for-ri="1751" type="text/json">{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3018" rel="nofollow" href="https://www.academia.edu/Documents/in/Motivation_Psychology_">Motivation (Psychology)</a><script data-card-contents-for-ri="3018" type="text/json">{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38514187]'), work: {"id":38514187,"title":"Probing Teacher Creativity in the Light of Motivation, Self-efficacy and Burnout","created_at":"2019-03-08T07:00:50.686-08:00","url":"https://www.academia.edu/38514187/Probing_Teacher_Creativity_in_the_Light_of_Motivation_Self_efficacy_and_Burnout?f_ri=6390","dom_id":"work_38514187","summary":"Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research has espoused the role of different factors, including teacher motivation, self-efficacy and burnout in creating more teaching creativity and increased teaching success. However, the findings of research in this regard are still inconclusive. The researchers in the current study embarked on probing the relationship between Iranian high school teachers\" creativity on the one hand, and their motivation, self-efficacy and burnout, on the other. In so doing, 100 teachers were recruited as the study participants. To conduct the study, a set of questionnaires-Torrance\"s (2008) test of creativity, Hackman and Oldham\"s (1980) teacher motivation scale, Bandura\"s (1997) teacher Self-Efficacy questionnaire, and Maslach and Jackson\"s (1981) Burnout Inventory-were utilized. The results of the study showed that there is a significant positive correlation between teachers\" motivation and self-efficacy, on the one hand, and their creativity, on the other. Moreover, a significant negative correlation was found between teacher burnout and creativity. The implications of the findings are discussed throughout the paper.","downloadable_attachments":[{"id":58582431,"asset_id":38514187,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4443238,"first_name":"International Journal of English Language","last_name":"and Translation Studies","domain_name":"eltsjournal","page_name":"InternationalJournalofEnglishLanguageandTranslationStudies","display_name":"International Journal of English Language and Translation Studies","profile_url":"https://eltsjournal.academia.edu/InternationalJournalofEnglishLanguageandTranslationStudies?f_ri=6390","photo":"https://0.academia-photos.com/4443238/1814454/9010746/s65_international_journal_of_english_language.and_translation_studies.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=6390","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=6390","nofollow":true},{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity?f_ri=6390","nofollow":true},{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=6390","nofollow":true},{"id":3576,"name":"Teachers' self efficacy levels","url":"https://www.academia.edu/Documents/in/Teachers_self_efficacy_levels?f_ri=6390"},{"id":5218,"name":"Iranian Studies","url":"https://www.academia.edu/Documents/in/Iranian_Studies?f_ri=6390"},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390"},{"id":7820,"name":"Teacher Research","url":"https://www.academia.edu/Documents/in/Teacher_Research?f_ri=6390"},{"id":10831,"name":"Second Language Teacher Education","url":"https://www.academia.edu/Documents/in/Second_Language_Teacher_Education?f_ri=6390"},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=6390"},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=6390"},{"id":22797,"name":"Critical Thinking and Creativity","url":"https://www.academia.edu/Documents/in/Critical_Thinking_and_Creativity?f_ri=6390"},{"id":24024,"name":"Innovation and Creativity (Business)","url":"https://www.academia.edu/Documents/in/Innovation_and_Creativity_Business_?f_ri=6390"},{"id":34485,"name":"Iranian Languages","url":"https://www.academia.edu/Documents/in/Iranian_Languages?f_ri=6390"},{"id":40502,"name":"Teacher","url":"https://www.academia.edu/Documents/in/Teacher?f_ri=6390"},{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=6390"},{"id":54764,"name":"Stress and Burnout","url":"https://www.academia.edu/Documents/in/Stress_and_Burnout?f_ri=6390"},{"id":88472,"name":"Burnout","url":"https://www.academia.edu/Documents/in/Burnout?f_ri=6390"},{"id":297797,"name":"Teacher Burnout","url":"https://www.academia.edu/Documents/in/Teacher_Burnout?f_ri=6390"},{"id":696844,"name":"Academic burnout","url":"https://www.academia.edu/Documents/in/Academic_burnout?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25476040" data-work_id="25476040" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25476040/On_the_development_of_perfectionism_The_longitudinal_role_of_academic_achievement_and_academic_efficacy_2017_">On the development of perfectionism: The longitudinal role of academic achievement and academic efficacy [2017]</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Objective: Although perfectionism is a prominent personality disposition, only a few longitudinal studies have investigated how perfectionism develops. Theoretical models and qualitative studies have posited that academic success is a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25476040" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Objective: Although perfectionism is a prominent personality disposition, only a few longitudinal studies have investigated how perfectionism develops. Theoretical models and qualitative studies have posited that academic success is a developmental antecedent of perfectionism. Yet, quantitative studies tend to interpret the cross-sectional relationships as academic success being an outcome of perfectionism. In light of these gaps in the literature, the present study was the first to investigate the longitudinal relationships between perfectionistic strivings, perfectionistic concerns, academic achievement, and academic efficacy examining academic success as an antecedent of perfectionism. Method: The study examined 487 adolescents (aged 12-19 years, 54% female) using a crosslagged longitudinal design with three time points spaced 4-5 months apart. Results: Results showed that academic achievement predicted relative increases in both perfectionistic strivings and perfectionistic concerns, even when including academic efficacy. In addition, academic efficacy predicted relative increases in perfectionistic strivings. Discussion: This is the first study to show that academic achievement is a common factor in the development of perfectionistic strivings and perfectionistic concerns, whereas academic efficacy plays a role only in the development of perfectionistic strivings. Conclusions: Implications of the findings for the development of perfectionism are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25476040" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6d44720d9a44bb46ded835a624419371" rel="nofollow" data-download="{"attachment_id":53785700,"asset_id":25476040,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53785700/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3335336" href="https://kent.academia.edu/JoachimStoeber">Joachim Stoeber</a><script data-card-contents-for-user="3335336" type="text/json">{"id":3335336,"first_name":"Joachim","last_name":"Stoeber","domain_name":"kent","page_name":"JoachimStoeber","display_name":"Joachim Stoeber","profile_url":"https://kent.academia.edu/JoachimStoeber?f_ri=6390","photo":"https://0.academia-photos.com/3335336/1116903/96571411/s65_joachim.stoeber.jpg"}</script></span></span></li><li class="js-paper-rank-work_25476040 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25476040"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25476040, container: ".js-paper-rank-work_25476040", }); 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$(".js-view-count[data-work-id=25476040]").text(description); $(".js-view-count-work_25476040").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25476040").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="25476040"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">46</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="224" rel="nofollow" href="https://www.academia.edu/Documents/in/Behavioural_Science">Behavioural Science</a>, <script data-card-contents-for-ri="224" type="text/json">{"id":224,"name":"Behavioural Science","url":"https://www.academia.edu/Documents/in/Behavioural_Science?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="226" rel="nofollow" href="https://www.academia.edu/Documents/in/Clinical_Psychology">Clinical Psychology</a>, <script data-card-contents-for-ri="226" type="text/json">{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="242" rel="nofollow" href="https://www.academia.edu/Documents/in/Personality_Psychology">Personality Psychology</a><script data-card-contents-for-ri="242" type="text/json">{"id":242,"name":"Personality Psychology","url":"https://www.academia.edu/Documents/in/Personality_Psychology?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25476040]'), work: {"id":25476040,"title":"On the development of perfectionism: The longitudinal role of academic achievement and academic efficacy [2017]","created_at":"2016-05-19T22:45:00.110-07:00","url":"https://www.academia.edu/25476040/On_the_development_of_perfectionism_The_longitudinal_role_of_academic_achievement_and_academic_efficacy_2017_?f_ri=6390","dom_id":"work_25476040","summary":"Objective: Although perfectionism is a prominent personality disposition, only a few longitudinal studies have investigated how perfectionism develops. Theoretical models and qualitative studies have posited that academic success is a developmental antecedent of perfectionism. Yet, quantitative studies tend to interpret the cross-sectional relationships as academic success being an outcome of perfectionism. In light of these gaps in the literature, the present study was the first to investigate the longitudinal relationships between perfectionistic strivings, perfectionistic concerns, academic achievement, and academic efficacy examining academic success as an antecedent of perfectionism. Method: The study examined 487 adolescents (aged 12-19 years, 54% female) using a crosslagged longitudinal design with three time points spaced 4-5 months apart. Results: Results showed that academic achievement predicted relative increases in both perfectionistic strivings and perfectionistic concerns, even when including academic efficacy. In addition, academic efficacy predicted relative increases in perfectionistic strivings. Discussion: This is the first study to show that academic achievement is a common factor in the development of perfectionistic strivings and perfectionistic concerns, whereas academic efficacy plays a role only in the development of perfectionistic strivings. Conclusions: Implications of the findings for the development of perfectionism are discussed.","downloadable_attachments":[{"id":53785700,"asset_id":25476040,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3335336,"first_name":"Joachim","last_name":"Stoeber","domain_name":"kent","page_name":"JoachimStoeber","display_name":"Joachim Stoeber","profile_url":"https://kent.academia.edu/JoachimStoeber?f_ri=6390","photo":"https://0.academia-photos.com/3335336/1116903/96571411/s65_joachim.stoeber.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=6390","nofollow":true},{"id":224,"name":"Behavioural Science","url":"https://www.academia.edu/Documents/in/Behavioural_Science?f_ri=6390","nofollow":true},{"id":226,"name":"Clinical Psychology","url":"https://www.academia.edu/Documents/in/Clinical_Psychology?f_ri=6390","nofollow":true},{"id":242,"name":"Personality Psychology","url":"https://www.academia.edu/Documents/in/Personality_Psychology?f_ri=6390","nofollow":true},{"id":243,"name":"Positive Psychology","url":"https://www.academia.edu/Documents/in/Positive_Psychology?f_ri=6390"},{"id":248,"name":"Social Psychology","url":"https://www.academia.edu/Documents/in/Social_Psychology?f_ri=6390"},{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=6390"},{"id":1047,"name":"Behavioral Sciences","url":"https://www.academia.edu/Documents/in/Behavioral_Sciences?f_ri=6390"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=6390"},{"id":2625,"name":"Child and adolescent mental health","url":"https://www.academia.edu/Documents/in/Child_and_adolescent_mental_health?f_ri=6390"},{"id":2672,"name":"Personality","url":"https://www.academia.edu/Documents/in/Personality?f_ri=6390"},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=6390"},{"id":3018,"name":"Motivation (Psychology)","url":"https://www.academia.edu/Documents/in/Motivation_Psychology_?f_ri=6390"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=6390"},{"id":3481,"name":"Student Achievement Motivation","url":"https://www.academia.edu/Documents/in/Student_Achievement_Motivation?f_ri=6390"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=6390"},{"id":5768,"name":"Adolescent Development","url":"https://www.academia.edu/Documents/in/Adolescent_Development?f_ri=6390"},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390"},{"id":8144,"name":"School Psychology","url":"https://www.academia.edu/Documents/in/School_Psychology?f_ri=6390"},{"id":13132,"name":"Social Developmental 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Sosial","url":"https://www.academia.edu/Documents/in/Psikologi_Sosial?f_ri=6390"},{"id":1197861,"name":"Psicologia","url":"https://www.academia.edu/Documents/in/Psicologia-2?f_ri=6390"},{"id":1197942,"name":"Social Science","url":"https://www.academia.edu/Documents/in/Social_Science?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37154920 coauthored" data-work_id="37154920" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37154920/Predicting_Students_Self_Efficacy_towards_Learning_Science_by_Constructivist_Learning_Environment_Perceptions">Predicting Students' Self-Efficacy towards Learning Science by Constructivist Learning Environment Perceptions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigated predictive effect of middle school students’ perceptions of constructivist science learning environment on their self-efficacy towards learning science. 663 seventh grade students from 15 public schools in Erzurum... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37154920" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigated predictive effect of middle school students’ perceptions of constructivist science learning environment on their self-efficacy towards learning science. 663 seventh grade students from 15 public schools in Erzurum participated in the study. Self-report questionnaires were used to collect data in spring semester of 2016-2017 academic year. Multiple linear regression analysis showed that all perceived constructivist science learning environment features (i.e., personal relevance, uncertainity, critical voice, shared control, and student negotiation) statistically significantly and positively predict students’ efficacy beliefs in science. Students’ constructivist learning environment perceptions accounted for 56.5% of the variance in their self-efficacy beliefs. These findings indicated that when students take active role in their learning, given opportunities for freely asking questions, participate in class discussions and share their knowledge with classmates, they are more likely to have higher confidence for learning science.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37154920" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ec286d5796f06b4496630ab330153604" rel="nofollow" data-download="{"attachment_id":57105198,"asset_id":37154920,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57105198/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="51379927" href="https://independent.academia.edu/YaseminTa%C5%9F">Yasemin Taş</a><script data-card-contents-for-user="51379927" type="text/json">{"id":51379927,"first_name":"Yasemin","last_name":"Taş","domain_name":"independent","page_name":"YaseminTaş","display_name":"Yasemin Taş","profile_url":"https://independent.academia.edu/YaseminTa%C5%9F?f_ri=6390","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-37154920">+1</span><div class="hidden js-additional-users-37154920"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://kafkas.academia.edu/sundusyerdelen">Sundus Yerdelen</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-37154920'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-37154920').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_37154920 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37154920"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37154920, container: ".js-paper-rank-work_37154920", }); });</script></li><li class="js-percentile-work_37154920 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37154920; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37154920"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37154920 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37154920"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37154920; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37154920]").text(description); $(".js-view-count-work_37154920").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37154920").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37154920"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1736" rel="nofollow" href="https://www.academia.edu/Documents/in/Science_Education">Science Education</a>, <script data-card-contents-for-ri="1736" type="text/json">{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25475" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_environments">Learning environments</a><script data-card-contents-for-ri="25475" type="text/json">{"id":25475,"name":"Learning environments","url":"https://www.academia.edu/Documents/in/Learning_environments?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37154920]'), work: {"id":37154920,"title":"Predicting Students' Self-Efficacy towards Learning Science by Constructivist Learning Environment Perceptions","created_at":"2018-07-31T01:13:24.483-07:00","url":"https://www.academia.edu/37154920/Predicting_Students_Self_Efficacy_towards_Learning_Science_by_Constructivist_Learning_Environment_Perceptions?f_ri=6390","dom_id":"work_37154920","summary":"This study investigated predictive effect of middle school students’ perceptions of constructivist science learning environment on their self-efficacy towards learning science. 663 seventh grade students from 15 public schools in Erzurum participated in the study. Self-report questionnaires were used to collect data in spring semester of 2016-2017 academic year. Multiple linear regression analysis showed that all perceived constructivist science learning environment features (i.e., personal relevance, uncertainity, critical voice, shared control, and student negotiation) statistically significantly and positively predict students’ efficacy beliefs in science. Students’ constructivist learning environment perceptions accounted for 56.5% of the variance in their self-efficacy beliefs. These findings indicated that when students take active role in their learning, given opportunities for freely asking questions, participate in class discussions and share their knowledge with classmates, they are more likely to have higher confidence for learning science.","downloadable_attachments":[{"id":57105198,"asset_id":37154920,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":51379927,"first_name":"Yasemin","last_name":"Taş","domain_name":"independent","page_name":"YaseminTaş","display_name":"Yasemin Taş","profile_url":"https://independent.academia.edu/YaseminTa%C5%9F?f_ri=6390","photo":"/images/s65_no_pic.png"},{"id":304341,"first_name":"Sundus","last_name":"Yerdelen","domain_name":"kafkas","page_name":"sundusyerdelen","display_name":"Sundus Yerdelen","profile_url":"https://kafkas.academia.edu/sundusyerdelen?f_ri=6390","photo":"https://0.academia-photos.com/304341/61331/3343300/s65_sundus.yerdelen.jpg"}],"research_interests":[{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":25475,"name":"Learning environments","url":"https://www.academia.edu/Documents/in/Learning_environments?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37105937" data-work_id="37105937" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37105937/Self_efficacy_beliefs_and_mental_time_travel_ability_Uncovering_a_hidden_relationship_in_educational_settings">Self-efficacy beliefs and mental time travel ability: Uncovering a hidden relationship in educational settings</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this study was threefold: first, it was to explore the profiles of student teachers' mental time travel ability; second, it was to examine the relationship between student teachers' mental time travel ability and self-efficacy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37105937" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this study was threefold: first, it was to explore the profiles of student teachers' mental time travel ability; second, it was to examine the relationship between student teachers' mental time travel ability and self-efficacy beliefs; and third, it was to investigate the role of self-efficacy beliefs in relationship between the past and future dimensions of mental time travel ability. Based on the survey method, a total of 260 student teachers participated in the study. Results showed that student teachers' mental time travel ability can well be classified under the headings of high mental time travel ability, medium mental time travel ability, and low mental time travel ability. Results also revealed that student teachers' self-efficacy beliefs vary as a function of their mental time travel ability. More importantly, self-efficacy beliefs played a significant mediating role in relationship between teaching-related past events and teaching-related possible future events. Overall results of the present study suggest that the relationship between mental time travel ability and self-efficacy beliefs makes sense in educational settings.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37105937" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="58fac88f618292890f81b420203306c6" rel="nofollow" data-download="{"attachment_id":57057359,"asset_id":37105937,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57057359/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25266060" href="https://ibu.academia.edu/altayeren">Altay Eren</a><script data-card-contents-for-user="25266060" type="text/json">{"id":25266060,"first_name":"Altay","last_name":"Eren","domain_name":"ibu","page_name":"altayeren","display_name":"Altay Eren","profile_url":"https://ibu.academia.edu/altayeren?f_ri=6390","photo":"https://0.academia-photos.com/25266060/6874735/20121905/s65_altay.eren.jpg"}</script></span></span></li><li class="js-paper-rank-work_37105937 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37105937"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37105937, container: ".js-paper-rank-work_37105937", }); });</script></li><li class="js-percentile-work_37105937 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37105937; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37105937"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37105937 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37105937"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37105937; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37105937]").text(description); $(".js-view-count-work_37105937").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37105937").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37105937"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17773" rel="nofollow" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a>, <script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="32361" rel="nofollow" href="https://www.academia.edu/Documents/in/Episodic_Memory">Episodic Memory</a><script data-card-contents-for-ri="32361" type="text/json">{"id":32361,"name":"Episodic Memory","url":"https://www.academia.edu/Documents/in/Episodic_Memory?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37105937]'), work: {"id":37105937,"title":"Self-efficacy beliefs and mental time travel ability: Uncovering a hidden relationship in educational settings","created_at":"2018-07-23T14:40:49.313-07:00","url":"https://www.academia.edu/37105937/Self_efficacy_beliefs_and_mental_time_travel_ability_Uncovering_a_hidden_relationship_in_educational_settings?f_ri=6390","dom_id":"work_37105937","summary":"The aim of this study was threefold: first, it was to explore the profiles of student teachers' mental time travel ability; second, it was to examine the relationship between student teachers' mental time travel ability and self-efficacy beliefs; and third, it was to investigate the role of self-efficacy beliefs in relationship between the past and future dimensions of mental time travel ability. Based on the survey method, a total of 260 student teachers participated in the study. Results showed that student teachers' mental time travel ability can well be classified under the headings of high mental time travel ability, medium mental time travel ability, and low mental time travel ability. Results also revealed that student teachers' self-efficacy beliefs vary as a function of their mental time travel ability. More importantly, self-efficacy beliefs played a significant mediating role in relationship between teaching-related past events and teaching-related possible future events. Overall results of the present study suggest that the relationship between mental time travel ability and self-efficacy beliefs makes sense in educational settings.","downloadable_attachments":[{"id":57057359,"asset_id":37105937,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25266060,"first_name":"Altay","last_name":"Eren","domain_name":"ibu","page_name":"altayeren","display_name":"Altay Eren","profile_url":"https://ibu.academia.edu/altayeren?f_ri=6390","photo":"https://0.academia-photos.com/25266060/6874735/20121905/s65_altay.eren.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=6390","nofollow":true},{"id":32361,"name":"Episodic Memory","url":"https://www.academia.edu/Documents/in/Episodic_Memory?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31008491 coauthored" data-work_id="31008491" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31008491/Il_focus_group_un_duplice_strumento_per_la_ricerca_educativa_e_la_formazione_docenti">Il focus group: un duplice strumento per la ricerca educativa e la formazione docenti</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Il contributo descrive l’utilizzo del focus group come strumento integrativo di raccolta di informazioni, nell’ambito di un progetto di ricerca che ha coinvolto i docenti della scuola secondaria di primo grado del Comune di Genova, e che... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31008491" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Il contributo descrive l’utilizzo del focus group come strumento integrativo di raccolta di informazioni, nell’ambito di un progetto di ricerca che ha coinvolto i docenti della scuola secondaria di primo grado del Comune di Genova, e che ha attivato iniziative di confronto e condivisione tra pari in un ambiente di apprendimento cloud-based. Tra i diversi dispositivi di raccolta dati predisposti nel corso del progetto, lo scopo dei focus group era quello di sondare in profondità il concetto di autoefficacia dei docenti e le rappresentazioni ad esso correlate. Dall’esperienza condotta sono emersi alcuni elementi che sembrano indicare la valenza del focus group non soltanto come dispositivo di ricerca, ma anche come dispositivo formativo all’interno di un percorso di apprendimento professionale. Sulla base dell’osservazione e dell’analisi effettuata, lo strumento si è rivelato determinante sia per la costruzione degli indicatori del dispositivo di indagine conclusivo, sia per generare occasioni di discussione e autoriflessione tra docenti, sostenendo la diffusione di nuclei di sviluppo formativo e di apprendimento tra pari all’interno della comunità professionale.<br />This paper describes the use of focus group discussion as a supplementary qualitative method for educational research. The study is part of a research project involving lower-secondary school teachers based in Genoa, who used a cloud-based training environment. Focus groups represented one of the various data collection tools adopted, for the purpose of in-depth qualitative analysis of teachers’ self-efficacy constructs and representations. Indications emerging from the study suggest that focus group discussion may serve not only as a research tool, but also as a means for professional development. According to observation and analysis, focus groups proved to be crucial in generating discussion and self-reflection among teachers, thus sustaining peer-learning and professional development within the professional community.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31008491" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ddd8bc96b8a9bdaa51e778c902315912" rel="nofollow" data-download="{"attachment_id":51441583,"asset_id":31008491,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51441583/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47909983" href="https://cnr-it.academia.edu/IJET">Italian Journal of Educational Technology</a><script data-card-contents-for-user="47909983" type="text/json">{"id":47909983,"first_name":"Italian Journal","last_name":"of Educational Technology","domain_name":"cnr-it","page_name":"IJET","display_name":"Italian Journal of Educational Technology","profile_url":"https://cnr-it.academia.edu/IJET?f_ri=6390","photo":"https://0.academia-photos.com/47909983/12621272/16529530/s65_italian_journal.of_educational_technology.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-31008491">+2</span><div class="hidden js-additional-users-31008491"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unige-it1.academia.edu/FrancescaOddone">Francesca Oddone</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unige-it.academia.edu/AndreaMaragliano">Andrea Maragliano</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-31008491'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-31008491').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31008491 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31008491"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31008491; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31008491]").text(description); $(".js-view-count-work_31008491").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31008491").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31008491"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4193" rel="nofollow" href="https://www.academia.edu/Documents/in/Focus_Groups">Focus Groups</a>, <script data-card-contents-for-ri="4193" type="text/json">{"id":4193,"name":"Focus Groups","url":"https://www.academia.edu/Documents/in/Focus_Groups?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17758" rel="nofollow" href="https://www.academia.edu/Documents/in/Technology_Enhanced_Learning">Technology Enhanced Learning</a><script data-card-contents-for-ri="17758" type="text/json">{"id":17758,"name":"Technology Enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Learning?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31008491]'), work: {"id":31008491,"title":"Il focus group: un duplice strumento per la ricerca educativa e la formazione docenti","created_at":"2017-01-20T04:15:30.356-08:00","url":"https://www.academia.edu/31008491/Il_focus_group_un_duplice_strumento_per_la_ricerca_educativa_e_la_formazione_docenti?f_ri=6390","dom_id":"work_31008491","summary":"Il contributo descrive l’utilizzo del focus group come strumento integrativo di raccolta di informazioni, nell’ambito di un progetto di ricerca che ha coinvolto i docenti della scuola secondaria di primo grado del Comune di Genova, e che ha attivato iniziative di confronto e condivisione tra pari in un ambiente di apprendimento cloud-based. Tra i diversi dispositivi di raccolta dati predisposti nel corso del progetto, lo scopo dei focus group era quello di sondare in profondità il concetto di autoefficacia dei docenti e le rappresentazioni ad esso correlate. Dall’esperienza condotta sono emersi alcuni elementi che sembrano indicare la valenza del focus group non soltanto come dispositivo di ricerca, ma anche come dispositivo formativo all’interno di un percorso di apprendimento professionale. Sulla base dell’osservazione e dell’analisi effettuata, lo strumento si è rivelato determinante sia per la costruzione degli indicatori del dispositivo di indagine conclusivo, sia per generare occasioni di discussione e autoriflessione tra docenti, sostenendo la diffusione di nuclei di sviluppo formativo e di apprendimento tra pari all’interno della comunità professionale.\nThis paper describes the use of focus group discussion as a supplementary qualitative method for educational research. The study is part of a research project involving lower-secondary school teachers based in Genoa, who used a cloud-based training environment. Focus groups represented one of the various data collection tools adopted, for the purpose of in-depth qualitative analysis of teachers’ self-efficacy constructs and representations. Indications emerging from the study suggest that focus group discussion may serve not only as a research tool, but also as a means for professional development. According to observation and analysis, focus groups proved to be crucial in generating discussion and self-reflection among teachers, thus sustaining peer-learning and professional development within the professional community.","downloadable_attachments":[{"id":51441583,"asset_id":31008491,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":47909983,"first_name":"Italian Journal","last_name":"of Educational Technology","domain_name":"cnr-it","page_name":"IJET","display_name":"Italian Journal of Educational Technology","profile_url":"https://cnr-it.academia.edu/IJET?f_ri=6390","photo":"https://0.academia-photos.com/47909983/12621272/16529530/s65_italian_journal.of_educational_technology.jpg"},{"id":48160530,"first_name":"Francesca","last_name":"Oddone","domain_name":"unige-it1","page_name":"FrancescaOddone","display_name":"Francesca Oddone","profile_url":"https://unige-it1.academia.edu/FrancescaOddone?f_ri=6390","photo":"https://0.academia-photos.com/48160530/113724087/103507328/s65_francesca.oddone.png"},{"id":48928731,"first_name":"Andrea","last_name":"Maragliano","domain_name":"unige-it","page_name":"AndreaMaragliano","display_name":"Andrea Maragliano","profile_url":"https://unige-it.academia.edu/AndreaMaragliano?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=6390","nofollow":true},{"id":4193,"name":"Focus Groups","url":"https://www.academia.edu/Documents/in/Focus_Groups?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":17758,"name":"Technology Enhanced Learning","url":"https://www.academia.edu/Documents/in/Technology_Enhanced_Learning?f_ri=6390","nofollow":true},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1955936" data-work_id="1955936" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1955936/Preparing_for_parenthood_How_feelings_of_responsibility_and_efficacy_impact_expectant_parents">Preparing for parenthood: How feelings of responsibility and efficacy impact expectant parents</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Relatively little is known about what impacts perinatal outcomes in expectant mothers and fathers. In the current study, we examined the association between expected parenting efficacy and feelings of pregnancy responsibility on mental... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1955936" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Relatively little is known about what impacts perinatal outcomes in expectant mothers and fathers. In the current study, we examined the association between expected parenting efficacy and feelings of pregnancy responsibility on mental health and relationship satisfaction in 104 primiparous couples during their third trimester. Parenting efficacy was related to better perinatal mental health and relationship satisfaction for both mothers and fathers, while communal pregnancy responsibility was more important for mothers. At the couple level, being concordant on feelings of pregnancy responsibility was related to better mental health and relationship satisfaction for expectant mothers only. These results suggest the importance of examining predictors of perinatal outcomes, as well as the dynamic interplay between mothers' and fathers' feelings of pregnancy responsibility.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1955936" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="03d7d96eb75aa10a42f3e761512bb150" rel="nofollow" data-download="{"attachment_id":28285306,"asset_id":1955936,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/28285306/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2544504" href="https://depauw.academia.edu/SusanneBiehle">Susanne Biehle</a><script data-card-contents-for-user="2544504" type="text/json">{"id":2544504,"first_name":"Susanne","last_name":"Biehle","domain_name":"depauw","page_name":"SusanneBiehle","display_name":"Susanne Biehle","profile_url":"https://depauw.academia.edu/SusanneBiehle?f_ri=6390","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1955936 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1955936"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1955936, container: ".js-paper-rank-work_1955936", }); });</script></li><li class="js-percentile-work_1955936 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1955936; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1955936"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1955936 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1955936"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1955936; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1955936]").text(description); $(".js-view-count-work_1955936").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1955936").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1955936"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1909" rel="nofollow" href="https://www.academia.edu/Documents/in/Family_studies">Family studies</a>, <script data-card-contents-for-ri="1909" type="text/json">{"id":1909,"name":"Family studies","url":"https://www.academia.edu/Documents/in/Family_studies?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2827" rel="nofollow" href="https://www.academia.edu/Documents/in/Mental_Health">Mental Health</a>, <script data-card-contents-for-ri="2827" type="text/json">{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4545" rel="nofollow" href="https://www.academia.edu/Documents/in/Parenting">Parenting</a>, <script data-card-contents-for-ri="4545" type="text/json">{"id":4545,"name":"Parenting","url":"https://www.academia.edu/Documents/in/Parenting?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a><script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1955936]'), work: {"id":1955936,"title":"Preparing for parenthood: How feelings of responsibility and efficacy impact expectant parents","created_at":"2012-09-21T04:52:13.098-07:00","url":"https://www.academia.edu/1955936/Preparing_for_parenthood_How_feelings_of_responsibility_and_efficacy_impact_expectant_parents?f_ri=6390","dom_id":"work_1955936","summary":"Relatively little is known about what impacts perinatal outcomes in expectant mothers and fathers. In the current study, we examined the association between expected parenting efficacy and feelings of pregnancy responsibility on mental health and relationship satisfaction in 104 primiparous couples during their third trimester. Parenting efficacy was related to better perinatal mental health and relationship satisfaction for both mothers and fathers, while communal pregnancy responsibility was more important for mothers. At the couple level, being concordant on feelings of pregnancy responsibility was related to better mental health and relationship satisfaction for expectant mothers only. These results suggest the importance of examining predictors of perinatal outcomes, as well as the dynamic interplay between mothers' and fathers' feelings of pregnancy responsibility.","downloadable_attachments":[{"id":28285306,"asset_id":1955936,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2544504,"first_name":"Susanne","last_name":"Biehle","domain_name":"depauw","page_name":"SusanneBiehle","display_name":"Susanne Biehle","profile_url":"https://depauw.academia.edu/SusanneBiehle?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1909,"name":"Family studies","url":"https://www.academia.edu/Documents/in/Family_studies?f_ri=6390","nofollow":true},{"id":2827,"name":"Mental Health","url":"https://www.academia.edu/Documents/in/Mental_Health?f_ri=6390","nofollow":true},{"id":4545,"name":"Parenting","url":"https://www.academia.edu/Documents/in/Parenting?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":11971,"name":"Human Pregnancy, Birth And Breastfeeding","url":"https://www.academia.edu/Documents/in/Human_Pregnancy_Birth_And_Breastfeeding?f_ri=6390"},{"id":114724,"name":"Marriage and Family","url":"https://www.academia.edu/Documents/in/Marriage_and_Family?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36138223" data-work_id="36138223" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36138223/Teachers_Reflective_Teaching_and_Self_Efficacy_as_Predicators_of_their_Professional_Success_A_Case_of_Iranian_EFL_Teachers">Teachers' Reflective Teaching and Self-Efficacy as Predicators of their Professional Success: A Case of Iranian EFL Teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Language teacher's professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher's professional successes can be influenced by some traits of the teachers... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36138223" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Language teacher's professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher's professional successes can be influenced by some traits of the teachers including self-efficacy and way of teaching. The present study, therefore, was an attempt to investigate whether Iranian EFL teachers' reflective teaching and their self-efficacy can predict their professional success. Twenty-eight male and female EFL teachers were asked to fill out the questionnaires of Teacher Sense of Efficacy Scale and Reflective Teaching Questionnaire. Then, 168 male and female EFL learners with the age range of 18-32 from three branches of Safir language institute in Tehran were randomly selected out of the teachers' students. This initial sample included more than 400 EFL students. In the next step, the selected learners were asked to fill out the Teachers' Professional Success Survey. The data analysis using multiple regression revealed that both self-efficacy and reflective teaching could relatively predict EFL teachers' professional success. Secondly, the results revealed that there was not any significant difference between the prediction ability of the two variables aforementioned in predicting teachers' success from the point of view of their students. The findings of the present suggest that EFL teachers should enhance their self-efficacy and reflective teaching to increase their professional success.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36138223" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="93cbac0c7f9e7df7127d35ddfa6f0c00" rel="nofollow" data-download="{"attachment_id":56030812,"asset_id":36138223,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56030812/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="65459694" href="https://independent.academia.edu/ResearchinEnglishLanguagePedagogy">Research in English Language Pedagogy</a><script data-card-contents-for-user="65459694" type="text/json">{"id":65459694,"first_name":"Research in","last_name":"English Language Pedagogy","domain_name":"independent","page_name":"ResearchinEnglishLanguagePedagogy","display_name":"Research in English Language Pedagogy","profile_url":"https://independent.academia.edu/ResearchinEnglishLanguagePedagogy?f_ri=6390","photo":"https://0.academia-photos.com/65459694/17050283/17228432/s65_research_in.english_language_pedagogy.jpg"}</script></span></span></li><li class="js-paper-rank-work_36138223 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36138223"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36138223, container: ".js-paper-rank-work_36138223", }); });</script></li><li class="js-percentile-work_36138223 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36138223; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36138223"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36138223 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36138223"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36138223; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36138223]").text(description); $(".js-view-count-work_36138223").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36138223").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36138223"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3576" rel="nofollow" href="https://www.academia.edu/Documents/in/Teachers_self_efficacy_levels">Teachers' self efficacy levels</a>, <script data-card-contents-for-ri="3576" type="text/json">{"id":3576,"name":"Teachers' self efficacy levels","url":"https://www.academia.edu/Documents/in/Teachers_self_efficacy_levels?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60843" rel="nofollow" href="https://www.academia.edu/Documents/in/Reflective_Teaching">Reflective Teaching</a><script data-card-contents-for-ri="60843" type="text/json">{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36138223]'), work: {"id":36138223,"title":"Teachers' Reflective Teaching and Self-Efficacy as Predicators of their Professional Success: A Case of Iranian EFL Teachers","created_at":"2018-03-12T02:50:17.134-07:00","url":"https://www.academia.edu/36138223/Teachers_Reflective_Teaching_and_Self_Efficacy_as_Predicators_of_their_Professional_Success_A_Case_of_Iranian_EFL_Teachers?f_ri=6390","dom_id":"work_36138223","summary":"Language teacher's professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher's professional successes can be influenced by some traits of the teachers including self-efficacy and way of teaching. The present study, therefore, was an attempt to investigate whether Iranian EFL teachers' reflective teaching and their self-efficacy can predict their professional success. Twenty-eight male and female EFL teachers were asked to fill out the questionnaires of Teacher Sense of Efficacy Scale and Reflective Teaching Questionnaire. Then, 168 male and female EFL learners with the age range of 18-32 from three branches of Safir language institute in Tehran were randomly selected out of the teachers' students. This initial sample included more than 400 EFL students. In the next step, the selected learners were asked to fill out the Teachers' Professional Success Survey. The data analysis using multiple regression revealed that both self-efficacy and reflective teaching could relatively predict EFL teachers' professional success. Secondly, the results revealed that there was not any significant difference between the prediction ability of the two variables aforementioned in predicting teachers' success from the point of view of their students. The findings of the present suggest that EFL teachers should enhance their self-efficacy and reflective teaching to increase their professional success.","downloadable_attachments":[{"id":56030812,"asset_id":36138223,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":65459694,"first_name":"Research in","last_name":"English Language Pedagogy","domain_name":"independent","page_name":"ResearchinEnglishLanguagePedagogy","display_name":"Research in English Language Pedagogy","profile_url":"https://independent.academia.edu/ResearchinEnglishLanguagePedagogy?f_ri=6390","photo":"https://0.academia-photos.com/65459694/17050283/17228432/s65_research_in.english_language_pedagogy.jpg"}],"research_interests":[{"id":3576,"name":"Teachers' self efficacy levels","url":"https://www.academia.edu/Documents/in/Teachers_self_efficacy_levels?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=6390","nofollow":true},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=6390","nofollow":true},{"id":119855,"name":"Professional development of ESL/EFL teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=6390"},{"id":150026,"name":"Teaching EFL and Teacher Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73312471" data-work_id="73312471" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73312471/The_Effectiveness_of_Positive_Psychotherapy_on_Self_Efficacy_Resilience_Psychological_Wellbeing_and_Sens_of_Coherence_of_Nurses_in_Social_Security_Hospitals">The Effectiveness of Positive Psychotherapy on Self-Efficacy, Resilience, Psychological Wellbeing and Sens of Coherence of Nurses in Social Security Hospitals</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Objective: positive psychology is a scientific approach with a focus on strengths instead of weaknesses, building the good in life instead of repairing the bad. Therefore, the present study aims to evaluate the effectiveness of positive... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73312471" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Objective: positive psychology is a scientific approach with a focus on strengths instead of weaknesses, building the good in life instead of repairing the bad. Therefore, the present study aims to evaluate the effectiveness of positive psychotherapy. Orientation on sense of coherence, self-efficacy, psychological well-being and resilience was performed in nurses. Method: This study was an experimental study with pre-test-post-test design with control and follow-up group. 30 Nurses were selected through convenient sampling. Subsequently, the participants were randomly divided into two groups of 15 people. The experimental group received positive psychology training whereas the control group did not receive any treatment. Both groups were evaluated before and after the intervention and in the follow-up stage through Antonsky Coherence Questionnaire, Connor and Davidson Resilience Scale, Reef Psychological Welfare Questionnaire and General Self-Efficacy Scale.The Data were analyzed using repeated measure (ANOVA). Findings: The results of analysis showed that positive psychology training led to a significant increase in resilience, psychological well-being and sense of coherence in nurses. The results of follow-up test also showed that this method has enough stability and sustainability. However, no significant difference was observed between the intervention and control groups regarding self-efficacy. Conclusion: According to the findings of this study, positive psychology interventions can be used to promote sense of coherence, psychological well-being and resilience in nurses.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73312471" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d66a78c278bd1b6bb859f85208cfe962" rel="nofollow" data-download="{"attachment_id":81881469,"asset_id":73312471,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81881469/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="216904203" href="https://independent.academia.edu/journalofHEALTHPSYCHOLOGY">journal of HEALTH PSYCHOLOGY</a><script data-card-contents-for-user="216904203" type="text/json">{"id":216904203,"first_name":"journal of","last_name":"HEALTH PSYCHOLOGY","domain_name":"independent","page_name":"journalofHEALTHPSYCHOLOGY","display_name":"journal of HEALTH PSYCHOLOGY","profile_url":"https://independent.academia.edu/journalofHEALTHPSYCHOLOGY?f_ri=6390","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_73312471 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73312471"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73312471, container: ".js-paper-rank-work_73312471", }); });</script></li><li class="js-percentile-work_73312471 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 73312471; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_73312471"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_73312471 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="73312471"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 73312471; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=73312471]").text(description); $(".js-view-count-work_73312471").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73312471").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73312471"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3332" rel="nofollow" href="https://www.academia.edu/Documents/in/Resilience">Resilience</a>, <script data-card-contents-for-ri="3332" type="text/json">{"id":3332,"name":"Resilience","url":"https://www.academia.edu/Documents/in/Resilience?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="64810" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychological_well-being">Psychological well-being</a>, <script data-card-contents-for-ri="64810" type="text/json">{"id":64810,"name":"Psychological well-being","url":"https://www.academia.edu/Documents/in/Psychological_well-being?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="588412" rel="nofollow" href="https://www.academia.edu/Documents/in/Sense_of_coherence">Sense of coherence</a><script data-card-contents-for-ri="588412" type="text/json">{"id":588412,"name":"Sense of coherence","url":"https://www.academia.edu/Documents/in/Sense_of_coherence?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73312471]'), work: {"id":73312471,"title":"The Effectiveness of Positive Psychotherapy on Self-Efficacy, Resilience, Psychological Wellbeing and Sens of Coherence of Nurses in Social Security Hospitals","created_at":"2022-03-08T04:44:49.050-08:00","url":"https://www.academia.edu/73312471/The_Effectiveness_of_Positive_Psychotherapy_on_Self_Efficacy_Resilience_Psychological_Wellbeing_and_Sens_of_Coherence_of_Nurses_in_Social_Security_Hospitals?f_ri=6390","dom_id":"work_73312471","summary":"Objective: positive psychology is a scientific approach with a focus on strengths instead of weaknesses, building the good in life instead of repairing the bad. Therefore, the present study aims to evaluate the effectiveness of positive psychotherapy. Orientation on sense of coherence, self-efficacy, psychological well-being and resilience was performed in nurses. Method: This study was an experimental study with pre-test-post-test design with control and follow-up group. 30 Nurses were selected through convenient sampling. Subsequently, the participants were randomly divided into two groups of 15 people. The experimental group received positive psychology training whereas the control group did not receive any treatment. Both groups were evaluated before and after the intervention and in the follow-up stage through Antonsky Coherence Questionnaire, Connor and Davidson Resilience Scale, Reef Psychological Welfare Questionnaire and General Self-Efficacy Scale.The Data were analyzed using repeated measure (ANOVA). Findings: The results of analysis showed that positive psychology training led to a significant increase in resilience, psychological well-being and sense of coherence in nurses. The results of follow-up test also showed that this method has enough stability and sustainability. However, no significant difference was observed between the intervention and control groups regarding self-efficacy. Conclusion: According to the findings of this study, positive psychology interventions can be used to promote sense of coherence, psychological well-being and resilience in nurses.\n","downloadable_attachments":[{"id":81881469,"asset_id":73312471,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":216904203,"first_name":"journal of","last_name":"HEALTH PSYCHOLOGY","domain_name":"independent","page_name":"journalofHEALTHPSYCHOLOGY","display_name":"journal of HEALTH PSYCHOLOGY","profile_url":"https://independent.academia.edu/journalofHEALTHPSYCHOLOGY?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":3332,"name":"Resilience","url":"https://www.academia.edu/Documents/in/Resilience?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":64810,"name":"Psychological well-being","url":"https://www.academia.edu/Documents/in/Psychological_well-being?f_ri=6390","nofollow":true},{"id":588412,"name":"Sense of coherence","url":"https://www.academia.edu/Documents/in/Sense_of_coherence?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37339291" data-work_id="37339291" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37339291/Heres_How_I_Write_Hebrew_Psychometric_Properties_and_Handwriting_Self_Awareness_Among_Schoolchildren_With_and_Without_Dysgraphia">Here's How I Write–Hebrew: Psychometric Properties and Handwriting Self-Awareness Among Schoolchildren With and Without Dysgraphia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">OBJECTIVE. This study investigated the psychometric properties of the Here's How I Write–Hebrew (HHIW–HE) and compared handwriting self-awareness between children with and without dysgraphia. METHOD. Fifty-eight children (29 with and 29... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37339291" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">OBJECTIVE. This study investigated the psychometric properties of the Here's How I Write–Hebrew (HHIW–HE) and compared handwriting self-awareness between children with and without dysgraphia. METHOD. Fifty-eight children (29 with and 29 without dysgraphia) completed the HHIW–HE. Occupational therapists provided corresponding ratings that were based on objective handwriting assessments. Self-awareness was measured through child–therapist consensus. RESULTS. The HHIW–HE has an internal consistency of a 5 .884. Children with dysgraphia rated themselves as significantly more impaired than controls on 6 of 24 HHIW–HE items and on the total score, with medium to large effect sizes (0.37–0.61). Mean child–therapist agreement was significantly higher for the controls than for the research group, t(56) 5 4.268, p 5 .000.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37339291" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="61cc7f4a4bd36a879cba045a96525de4" rel="nofollow" data-download="{"attachment_id":57299110,"asset_id":37339291,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57299110/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8065819" href="https://haifa.academia.edu/SarinaGoldstand">Sarina Goldstand</a><script data-card-contents-for-user="8065819" type="text/json">{"id":8065819,"first_name":"Sarina","last_name":"Goldstand","domain_name":"haifa","page_name":"SarinaGoldstand","display_name":"Sarina Goldstand","profile_url":"https://haifa.academia.edu/SarinaGoldstand?f_ri=6390","photo":"https://gravatar.com/avatar/7defa8803f48e9ce66e5b5352f4b499c?s=65"}</script></span></span></li><li class="js-paper-rank-work_37339291 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37339291"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37339291, container: ".js-paper-rank-work_37339291", }); });</script></li><li class="js-percentile-work_37339291 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37339291; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37339291"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37339291 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37339291"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37339291; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37339291]").text(description); $(".js-view-count-work_37339291").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37339291").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37339291"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="50642" rel="nofollow" href="https://www.academia.edu/Documents/in/Virtual_Reality">Virtual Reality</a>, <script data-card-contents-for-ri="50642" type="text/json">{"id":50642,"name":"Virtual Reality","url":"https://www.academia.edu/Documents/in/Virtual_Reality?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="52253" rel="nofollow" href="https://www.academia.edu/Documents/in/Developmental_Coordination_Disorder">Developmental Coordination Disorder</a>, <script data-card-contents-for-ri="52253" type="text/json">{"id":52253,"name":"Developmental Coordination Disorder","url":"https://www.academia.edu/Documents/in/Developmental_Coordination_Disorder?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="124234" rel="nofollow" href="https://www.academia.edu/Documents/in/Children_with_disabilities">Children with disabilities</a><script data-card-contents-for-ri="124234" type="text/json">{"id":124234,"name":"Children with disabilities","url":"https://www.academia.edu/Documents/in/Children_with_disabilities?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37339291]'), work: {"id":37339291,"title":"Here's How I Write–Hebrew: Psychometric Properties and Handwriting Self-Awareness Among Schoolchildren With and Without Dysgraphia","created_at":"2018-09-04T00:49:58.344-07:00","url":"https://www.academia.edu/37339291/Heres_How_I_Write_Hebrew_Psychometric_Properties_and_Handwriting_Self_Awareness_Among_Schoolchildren_With_and_Without_Dysgraphia?f_ri=6390","dom_id":"work_37339291","summary":"OBJECTIVE. This study investigated the psychometric properties of the Here's How I Write–Hebrew (HHIW–HE) and compared handwriting self-awareness between children with and without dysgraphia. METHOD. Fifty-eight children (29 with and 29 without dysgraphia) completed the HHIW–HE. Occupational therapists provided corresponding ratings that were based on objective handwriting assessments. Self-awareness was measured through child–therapist consensus. RESULTS. The HHIW–HE has an internal consistency of a 5 .884. Children with dysgraphia rated themselves as significantly more impaired than controls on 6 of 24 HHIW–HE items and on the total score, with medium to large effect sizes (0.37–0.61). Mean child–therapist agreement was significantly higher for the controls than for the research group, t(56) 5 4.268, p 5 .000.","downloadable_attachments":[{"id":57299110,"asset_id":37339291,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8065819,"first_name":"Sarina","last_name":"Goldstand","domain_name":"haifa","page_name":"SarinaGoldstand","display_name":"Sarina Goldstand","profile_url":"https://haifa.academia.edu/SarinaGoldstand?f_ri=6390","photo":"https://gravatar.com/avatar/7defa8803f48e9ce66e5b5352f4b499c?s=65"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":50642,"name":"Virtual Reality","url":"https://www.academia.edu/Documents/in/Virtual_Reality?f_ri=6390","nofollow":true},{"id":52253,"name":"Developmental Coordination Disorder","url":"https://www.academia.edu/Documents/in/Developmental_Coordination_Disorder?f_ri=6390","nofollow":true},{"id":124234,"name":"Children with disabilities","url":"https://www.academia.edu/Documents/in/Children_with_disabilities?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22781011" data-work_id="22781011" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22781011/The_broaden_and_build_process_Positive_affect_ratio_of_positive_to_negative_affect_and_general_self_efficacy">The broaden and build process: Positive affect, ratio of positive to negative affect and general self-efficacy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">The broaden and build process: Positive affect, ratio of positive to negative affect and general self-efficacy, The Journal of Positive Psychology: Dedicated to furthering research and promoting good practice,</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22781011" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="11b1d3be96fd7bd3e96ba7c587f6b410" rel="nofollow" data-download="{"attachment_id":43336249,"asset_id":22781011,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43336249/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="39513950" href="https://independent.academia.edu/NicolaSchutte">Nicola Schutte</a><script data-card-contents-for-user="39513950" type="text/json">{"id":39513950,"first_name":"Nicola","last_name":"Schutte","domain_name":"independent","page_name":"NicolaSchutte","display_name":"Nicola Schutte","profile_url":"https://independent.academia.edu/NicolaSchutte?f_ri=6390","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_22781011 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22781011"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22781011, container: ".js-paper-rank-work_22781011", }); });</script></li><li class="js-percentile-work_22781011 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 22781011; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_22781011"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_22781011 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="22781011"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 22781011; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=22781011]").text(description); $(".js-view-count-work_22781011").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22781011").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22781011"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a><script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22781011]'), work: {"id":22781011,"title":"The broaden and build process: Positive affect, ratio of positive to negative affect and general self-efficacy","created_at":"2016-03-03T20:28:20.020-08:00","url":"https://www.academia.edu/22781011/The_broaden_and_build_process_Positive_affect_ratio_of_positive_to_negative_affect_and_general_self_efficacy?f_ri=6390","dom_id":"work_22781011","summary":"The broaden and build process: Positive affect, ratio of positive to negative affect and general self-efficacy, The Journal of Positive Psychology: Dedicated to furthering research and promoting good practice,","downloadable_attachments":[{"id":43336249,"asset_id":22781011,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39513950,"first_name":"Nicola","last_name":"Schutte","domain_name":"independent","page_name":"NicolaSchutte","display_name":"Nicola Schutte","profile_url":"https://independent.academia.edu/NicolaSchutte?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_6211052" data-work_id="6211052" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/6211052/The_Relationship_of_Self_Efficacy_Appraisals_to_Subsequent_Health_Related_Outcomes">The Relationship of Self-Efficacy Appraisals to Subsequent Health Related Outcomes</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">ABSTRACT. During the 1980's social cognitive theory has evolved as an explanation of human behavior. One of this theory's component constructs, self-efficacy, has received increasing attention as an antecedent to health related outcomes.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_6211052" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">ABSTRACT. During the 1980's social cognitive theory has evolved <br />as an explanation of human behavior. One of this theory's component constructs, self-efficacy, has received increasing attention as an antecedent to health related outcomes. The results of a meta-analysis examining studies which employed the construct of self-efficacy as a predictor of health related outcomes is presented. In the literature examined, subject ratings of self-efficacy were found to consistently predict subsequent health related outcomes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/6211052" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d88d003c471aa7d43ffe35b0a65560bc" rel="nofollow" data-download="{"attachment_id":33083660,"asset_id":6211052,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33083660/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2313656" href="https://nyu.academia.edu/GaryHolden">Gary Holden</a><script data-card-contents-for-user="2313656" type="text/json">{"id":2313656,"first_name":"Gary","last_name":"Holden","domain_name":"nyu","page_name":"GaryHolden","display_name":"Gary Holden","profile_url":"https://nyu.academia.edu/GaryHolden?f_ri=6390","photo":"https://0.academia-photos.com/2313656/2995687/3517218/s65_gary.holden.jpg"}</script></span></span></li><li class="js-paper-rank-work_6211052 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="6211052"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 6211052, container: ".js-paper-rank-work_6211052", }); 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$(".js-view-count[data-work-id=6211052]").text(description); $(".js-view-count-work_6211052").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_6211052").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="6211052"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="260" rel="nofollow" href="https://www.academia.edu/Documents/in/Health_Psychology">Health Psychology</a>, <script data-card-contents-for-ri="260" type="text/json">{"id":260,"name":"Health Psychology","url":"https://www.academia.edu/Documents/in/Health_Psychology?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14406" rel="nofollow" href="https://www.academia.edu/Documents/in/Health">Health</a>, <script data-card-contents-for-ri="14406" type="text/json">{"id":14406,"name":"Health","url":"https://www.academia.edu/Documents/in/Health?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21898" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Cognitive_Theory">Social Cognitive Theory</a><script data-card-contents-for-ri="21898" type="text/json">{"id":21898,"name":"Social Cognitive Theory","url":"https://www.academia.edu/Documents/in/Social_Cognitive_Theory?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=6211052]'), work: {"id":6211052,"title":"The Relationship of Self-Efficacy Appraisals to Subsequent Health Related Outcomes","created_at":"2014-02-25T23:33:15.911-08:00","url":"https://www.academia.edu/6211052/The_Relationship_of_Self_Efficacy_Appraisals_to_Subsequent_Health_Related_Outcomes?f_ri=6390","dom_id":"work_6211052","summary":"ABSTRACT. During the 1980's social cognitive theory has evolved\r\nas an explanation of human behavior. One of this theory's component constructs, self-efficacy, has received increasing attention as an antecedent to health related outcomes. The results of a meta-analysis examining studies which employed the construct of self-efficacy as a predictor of health related outcomes is presented. In the literature examined, subject ratings of self-efficacy were found to consistently predict subsequent health related outcomes. ","downloadable_attachments":[{"id":33083660,"asset_id":6211052,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2313656,"first_name":"Gary","last_name":"Holden","domain_name":"nyu","page_name":"GaryHolden","display_name":"Gary Holden","profile_url":"https://nyu.academia.edu/GaryHolden?f_ri=6390","photo":"https://0.academia-photos.com/2313656/2995687/3517218/s65_gary.holden.jpg"}],"research_interests":[{"id":260,"name":"Health Psychology","url":"https://www.academia.edu/Documents/in/Health_Psychology?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":14406,"name":"Health","url":"https://www.academia.edu/Documents/in/Health?f_ri=6390","nofollow":true},{"id":21898,"name":"Social Cognitive Theory","url":"https://www.academia.edu/Documents/in/Social_Cognitive_Theory?f_ri=6390","nofollow":true},{"id":42002,"name":"Meta-Analysis","url":"https://www.academia.edu/Documents/in/Meta-Analysis?f_ri=6390"},{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=6390"},{"id":104433,"name":"Predictive Validity","url":"https://www.academia.edu/Documents/in/Predictive_Validity?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_381709" data-work_id="381709" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/381709/Keeping_native_languages_in_ESL_class_Accounting_for_the_role_beliefs_play_toward_mastery">Keeping native languages in ESL class: Accounting for the role beliefs play toward mastery. </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Students’ native language is a valuable resource in the English as a Second Language (ESL) classroom. Use of native languages may increase a student’s sense of efficacy for learning English by: (a) facilitating vocabulary acquisition, (b)... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_381709" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Students’ native language is a valuable resource in the English as a Second Language (ESL) classroom. Use of native languages may increase a student’s sense of efficacy for learning English by: (a) facilitating vocabulary acquisition, (b) aiding learners in comprehension, (c) encouraging self-regulation, (d) making routines and explanations clear so as to direct attention and free up working for tasks in English, (e) modeling communication in environments where students may be reluctant to initiate conversation, and (f) setting the tone in situations where students have come to view English as exceedingly difficult.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/381709" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="95cca03fa2367382cc4d20c70f351a78" rel="nofollow" data-download="{"attachment_id":1867767,"asset_id":381709,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/1867767/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24544" href="https://okstate.academia.edu/MikeYough">Mike Yough</a><script data-card-contents-for-user="24544" type="text/json">{"id":24544,"first_name":"Mike","last_name":"Yough","domain_name":"okstate","page_name":"MikeYough","display_name":"Mike Yough","profile_url":"https://okstate.academia.edu/MikeYough?f_ri=6390","photo":"https://0.academia-photos.com/24544/58957/115017850/s65_mike.yough.jpg"}</script></span></span></li><li class="js-paper-rank-work_381709 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="381709"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 381709, container: ".js-paper-rank-work_381709", }); 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$(".js-view-count[data-work-id=381709]").text(description); $(".js-view-count-work_381709").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_381709").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="381709"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="827606" rel="nofollow" href="https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_">English As a Second Language (ESL)</a><script data-card-contents-for-ri="827606" type="text/json">{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=381709]'), work: {"id":381709,"title":"Keeping native languages in ESL class: Accounting for the role beliefs play toward mastery. ","created_at":"2010-12-02T08:26:00.378-08:00","url":"https://www.academia.edu/381709/Keeping_native_languages_in_ESL_class_Accounting_for_the_role_beliefs_play_toward_mastery?f_ri=6390","dom_id":"work_381709","summary":"Students’ native language is a valuable resource in the English as a Second Language (ESL) classroom. Use of native languages may increase a student’s sense of efficacy for learning English by: (a) facilitating vocabulary acquisition, (b) aiding learners in comprehension, (c) encouraging self-regulation, (d) making routines and explanations clear so as to direct attention and free up working for tasks in English, (e) modeling communication in environments where students may be reluctant to initiate conversation, and (f) setting the tone in situations where students have come to view English as exceedingly difficult.","downloadable_attachments":[{"id":1867767,"asset_id":381709,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24544,"first_name":"Mike","last_name":"Yough","domain_name":"okstate","page_name":"MikeYough","display_name":"Mike Yough","profile_url":"https://okstate.academia.edu/MikeYough?f_ri=6390","photo":"https://0.academia-photos.com/24544/58957/115017850/s65_mike.yough.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1007109" data-work_id="1007109" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1007109/The_effect_of_election_administration_on_voter_confidence_a_local_matter">The effect of election administration on voter confidence: a local matter?</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1007109" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bfe2710c73dcbb7752ab975bb88c6053" rel="nofollow" data-download="{"attachment_id":6160832,"asset_id":1007109,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/6160832/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40270" href="https://colostate.academia.edu/KyleSaunders">Kyle Saunders</a><script data-card-contents-for-user="40270" type="text/json">{"id":40270,"first_name":"Kyle","last_name":"Saunders","domain_name":"colostate","page_name":"KyleSaunders","display_name":"Kyle Saunders","profile_url":"https://colostate.academia.edu/KyleSaunders?f_ri=6390","photo":"https://0.academia-photos.com/40270/13288/11317413/s65_kyle.saunders.png"}</script></span></span></li><li class="js-paper-rank-work_1007109 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1007109"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1007109, container: ".js-paper-rank-work_1007109", }); 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$(".js-view-count[data-work-id=1007109]").text(description); $(".js-view-count-work_1007109").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1007109").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1007109"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1114" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Behavior">Political Behavior</a>, <script data-card-contents-for-ri="1114" type="text/json">{"id":1114,"name":"Political Behavior","url":"https://www.academia.edu/Documents/in/Political_Behavior?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1117" rel="nofollow" href="https://www.academia.edu/Documents/in/Voting_Behavior">Voting Behavior</a>, <script data-card-contents-for-ri="1117" type="text/json">{"id":1117,"name":"Voting Behavior","url":"https://www.academia.edu/Documents/in/Voting_Behavior?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20366" rel="nofollow" href="https://www.academia.edu/Documents/in/Elections">Elections</a><script data-card-contents-for-ri="20366" type="text/json">{"id":20366,"name":"Elections","url":"https://www.academia.edu/Documents/in/Elections?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1007109]'), work: {"id":1007109,"title":"The effect of election administration on voter confidence: a local matter?","created_at":"2011-10-13T07:17:52.063-07:00","url":"https://www.academia.edu/1007109/The_effect_of_election_administration_on_voter_confidence_a_local_matter?f_ri=6390","dom_id":"work_1007109","summary":null,"downloadable_attachments":[{"id":6160832,"asset_id":1007109,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40270,"first_name":"Kyle","last_name":"Saunders","domain_name":"colostate","page_name":"KyleSaunders","display_name":"Kyle Saunders","profile_url":"https://colostate.academia.edu/KyleSaunders?f_ri=6390","photo":"https://0.academia-photos.com/40270/13288/11317413/s65_kyle.saunders.png"}],"research_interests":[{"id":1114,"name":"Political Behavior","url":"https://www.academia.edu/Documents/in/Political_Behavior?f_ri=6390","nofollow":true},{"id":1117,"name":"Voting Behavior","url":"https://www.academia.edu/Documents/in/Voting_Behavior?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":20366,"name":"Elections","url":"https://www.academia.edu/Documents/in/Elections?f_ri=6390","nofollow":true},{"id":30936,"name":"Elections and Voting Behavior","url":"https://www.academia.edu/Documents/in/Elections_and_Voting_Behavior?f_ri=6390"},{"id":37224,"name":"Voter Turnout (Electoral Behavior)","url":"https://www.academia.edu/Documents/in/Voter_Turnout_Electoral_Behavior_?f_ri=6390"},{"id":51741,"name":"Election administration","url":"https://www.academia.edu/Documents/in/Election_administration?f_ri=6390"},{"id":78388,"name":"Bureaucracy","url":"https://www.academia.edu/Documents/in/Bureaucracy?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4060184 coauthored" data-work_id="4060184" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4060184/Self_efficacy_Self_esteem_and_the_Intention_to_Practice_Safe_Sex_among_Batswana_Adolescents">Self-efficacy, Self-esteem and the Intention to Practice Safe Sex among Batswana Adolescents</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Objective: This study, investigated whether high self-efficacy and high self-esteem could predict Batswana males and females intention to practice safe sex. Safe sex behaviors investigated included, consistent use of condoms, abstinence... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4060184" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Objective: This study, investigated whether high self-efficacy and high self-esteem could predict Batswana males and females intention to practice safe sex. Safe sex behaviors investigated included, consistent use of condoms, abstinence from sex and sticking to one partner. Method: A self reported anonymous questionnaire was used to collect data from 286 young people aged between 13 and 19 (M = 15.02, SD = 1.02) of which 283 were native citizens of Botswana. Results: Data was analyzed using the Statistical Package of Social Sciences (SPSS). Prior to using multiple regression analysis to predict safe sex practices, Pearson’s correlations were conducted on the two independent variables (self-efficacy, self-esteem) and the outcome variable (safe sex behaviors). The findings suggested that intention to limit partners, intention to abstain and intention to use condoms correlated positively with high self-efficacy. High self-esteem exhibited low correlations with the afore-mentioned sexual behaviors. Multiple regression analysis also showed that self-efficacy had a stronger predictive power on the safe sex behaviors under study in comparison to high self-esteem. Conclusion: There has been contradicting evidence on some of the literature on whether high self-esteem is better predictor of safe sex practices. In the current study there were no strong positive correlations exhibited on high self-esteem and safe sex behaviors, rather, high self-efficacy was a better predictor of safe sex practices. The country of Botswana has been battling the fight against HIV/Aids for decades and with the current focus being on behavior change, studies like the current will better inform intervention measures used in curbing the spread of HIV/AIDS</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4060184" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="769b4691d0f63bf042b97ccb74417482" rel="nofollow" data-download="{"attachment_id":31592420,"asset_id":4060184,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31592420/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4876526" href="https://ub-bw.academia.edu/MphoMPheko">Mpho M. Pheko</a><script data-card-contents-for-user="4876526" type="text/json">{"id":4876526,"first_name":"Mpho M.","last_name":"Pheko","domain_name":"ub-bw","page_name":"MphoMPheko","display_name":"Mpho M. Pheko","profile_url":"https://ub-bw.academia.edu/MphoMPheko?f_ri=6390","photo":"https://0.academia-photos.com/4876526/2103031/17149500/s65_mpho_m..pheko.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-4060184">+3</span><div class="hidden js-additional-users-4060184"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/SethunyaTshephoMphinyaneMosime">Sethunya Tshepho Mphinyane Mosime</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ub-bw.academia.edu/KagisoTlhabano">Kagiso Tlhabano</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ibadan.academia.edu/SBalogun">Shyngle Balogun</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-4060184'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-4060184').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_4060184 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4060184"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4060184, container: ".js-paper-rank-work_4060184", }); });</script></li><li class="js-percentile-work_4060184 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4060184; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4060184"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4060184 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4060184"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4060184; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4060184]").text(description); $(".js-view-count-work_4060184").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4060184").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4060184"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4814" rel="nofollow" href="https://www.academia.edu/Documents/in/HIV_AIDS">HIV/AIDS</a>, <script data-card-contents-for-ri="4814" type="text/json">{"id":4814,"name":"HIV/AIDS","url":"https://www.academia.edu/Documents/in/HIV_AIDS?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="46528" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Esteem">Self-Esteem</a>, <script data-card-contents-for-ri="46528" type="text/json">{"id":46528,"name":"Self-Esteem","url":"https://www.academia.edu/Documents/in/Self-Esteem?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="47302" rel="nofollow" href="https://www.academia.edu/Documents/in/Botswana">Botswana</a><script data-card-contents-for-ri="47302" type="text/json">{"id":47302,"name":"Botswana","url":"https://www.academia.edu/Documents/in/Botswana?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4060184]'), work: {"id":4060184,"title":"Self-efficacy, Self-esteem and the Intention to Practice Safe Sex among Batswana Adolescents","created_at":"2013-07-18T16:06:49.315-07:00","url":"https://www.academia.edu/4060184/Self_efficacy_Self_esteem_and_the_Intention_to_Practice_Safe_Sex_among_Batswana_Adolescents?f_ri=6390","dom_id":"work_4060184","summary":"Objective: This study, investigated whether high self-efficacy and high self-esteem could predict Batswana males and females intention to practice safe sex. Safe sex behaviors investigated included, consistent use of condoms, abstinence from sex and sticking to one partner. Method: A self reported anonymous questionnaire was used to collect data from 286 young people aged between 13 and 19 (M = 15.02, SD = 1.02) of which 283 were native citizens of Botswana. Results: Data was analyzed using the Statistical Package of Social Sciences (SPSS). Prior to using multiple regression analysis to predict safe sex practices, Pearson’s correlations were conducted on the two independent variables (self-efficacy, self-esteem) and the outcome variable (safe sex behaviors). The findings suggested that intention to limit partners, intention to abstain and intention to use condoms correlated positively with high self-efficacy. High self-esteem exhibited low correlations with the afore-mentioned sexual behaviors. Multiple regression analysis also showed that self-efficacy had a stronger predictive power on the safe sex behaviors under study in comparison to high self-esteem. Conclusion: There has been contradicting evidence on some of the literature on whether high self-esteem is better predictor of safe sex practices. In the current study there were no strong positive correlations exhibited on high self-esteem and safe sex behaviors, rather, high self-efficacy was a better predictor of safe sex practices. The country of Botswana has been battling the fight against HIV/Aids for decades and with the current focus being on behavior change, studies like the current will better inform intervention measures used in curbing the spread of HIV/AIDS","downloadable_attachments":[{"id":31592420,"asset_id":4060184,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4876526,"first_name":"Mpho M.","last_name":"Pheko","domain_name":"ub-bw","page_name":"MphoMPheko","display_name":"Mpho M. Pheko","profile_url":"https://ub-bw.academia.edu/MphoMPheko?f_ri=6390","photo":"https://0.academia-photos.com/4876526/2103031/17149500/s65_mpho_m..pheko.jpg"},{"id":4866428,"first_name":"Sethunya Tshepho Mphinyane","last_name":"Mosime","domain_name":"independent","page_name":"SethunyaTshephoMphinyaneMosime","display_name":"Sethunya Tshepho Mphinyane Mosime","profile_url":"https://independent.academia.edu/SethunyaTshephoMphinyaneMosime?f_ri=6390","photo":"/images/s65_no_pic.png"},{"id":4918525,"first_name":"Kagiso","last_name":"Tlhabano","domain_name":"ub-bw","page_name":"KagisoTlhabano","display_name":"Kagiso Tlhabano","profile_url":"https://ub-bw.academia.edu/KagisoTlhabano?f_ri=6390","photo":"https://0.academia-photos.com/4918525/2120952/2491232/s65_kagiso.tlhabano.jpg"},{"id":6546191,"first_name":"Shyngle","last_name":"Balogun","domain_name":"ibadan","page_name":"SBalogun","display_name":"Shyngle Balogun","profile_url":"https://ibadan.academia.edu/SBalogun?f_ri=6390","photo":"https://0.academia-photos.com/6546191/2742501/18127270/s65_shyngle.balogun.jpg"}],"research_interests":[{"id":4814,"name":"HIV/AIDS","url":"https://www.academia.edu/Documents/in/HIV_AIDS?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":46528,"name":"Self-Esteem","url":"https://www.academia.edu/Documents/in/Self-Esteem?f_ri=6390","nofollow":true},{"id":47302,"name":"Botswana","url":"https://www.academia.edu/Documents/in/Botswana?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2241218" data-work_id="2241218" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2241218/The_role_of_sustainable_development_self_efficacy_beliefs_in_sustainable_consumption">The role of sustainable development self-efficacy beliefs in sustainable consumption</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Research on the importance of psychological variables in sustainable consumption decisions suggests that self-efficacy beliefs (i.e., the perceived ability to successfully bring about desired outcomes) play a role in purchases of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2241218" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Research on the importance of psychological variables in sustainable consumption decisions suggests that self-efficacy beliefs (i.e., the perceived ability to successfully bring about desired outcomes) play a role in purchases of sustainable products. Most studies in this line of research measured self-efficacy with regard to environmental preservation and focused on pro-environmental consumer behavior as the outcome variable (e.g., Berger & Corbin, 1992; Straughan & Roberts 1999). <br />In the present study, we took a broader perspective: We addressed consumer behavior that contributes to a sustainable development (more specifically, intentions to purchase “sustainable” groceries, i.e., groceries that help to promote environmental preservation, a socially fair distribution of resources, and economic welfare) and measured self-efficacy with regard to sustainable development (SDSE, i.e., beliefs in one’s ability to contribute to a sustainable development). <br />In an online survey among students (N = 194) of different majors we explored the dimensionality of SDSE and investigated if SDSE predict intentions to purchase sustainable groceries (PI). SDSE was measured by means of 28 questionnaire items and PI was measured by means of 31 questionnaire items. <br />A factor analysis indicated that six facets of SDSE can be distinguished (67 % explained variance, cumulated): Four facets represent self-efficacy beliefs regarding one’s ability to directly contribute to different aspects of sustainable development (i.e., the perceived ability 1. to contribute to social fairness and economic welfare, 2. to contribute to environmental preservation and securing the needs of future generations, 3. to help improving social services and securing the basic needs of people in developing countries, 4. to reduce the ecological stress from agriculture); Two facets represent self-efficacy beliefs regarding one’s ability to indirectly contribute to sustainable development through motivating other consumers to promote sustainable development (i.e., the perceived ability 1. to encourage other consumers to purchase sustainable groceries and to think about environmental preservation, 2. to draw other consumers’ attention to a socially fair distribution of resources and economic welfare). <br />Multiple regression analyses revealed that the six SDSE facets differed with regard to their role in predicting PI. Two SDSE facets were particularly important in predicting PI: Consumers’ perceived ability to reduce the ecological stress from agriculture and consumers’ perceived ability to draw other consumers’ attention to a socially fair distribution of resources and economic welfare. <br />Our findings suggest that self-efficacy beliefs regarding one’s direct and indirect contribution to sustainable development play a role in decisions to purchase sustainable groceries. An interesting question for future research is if interventions to strengthen SDSE allow for promoting sustainable consumption.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2241218" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="19cb656423b06ac7656eb5a944cbd461" rel="nofollow" data-download="{"attachment_id":30293017,"asset_id":2241218,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30293017/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2638937" href="https://h-da.academia.edu/DanielHanss">Daniel Hanss</a><script data-card-contents-for-user="2638937" type="text/json">{"id":2638937,"first_name":"Daniel","last_name":"Hanss","domain_name":"h-da","page_name":"DanielHanss","display_name":"Daniel Hanss","profile_url":"https://h-da.academia.edu/DanielHanss?f_ri=6390","photo":"https://0.academia-photos.com/2638937/839567/1042937/s65_daniel.hanss.jpg"}</script></span></span></li><li class="js-paper-rank-work_2241218 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2241218"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2241218, container: ".js-paper-rank-work_2241218", }); });</script></li><li class="js-percentile-work_2241218 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2241218; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2241218"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2241218 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2241218"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2241218; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2241218]").text(description); $(".js-view-count-work_2241218").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2241218").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2241218"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1582" rel="nofollow" href="https://www.academia.edu/Documents/in/Sustainable_Production_and_Consumption">Sustainable Production and Consumption</a>, <script data-card-contents-for-ri="1582" type="text/json">{"id":1582,"name":"Sustainable Production and Consumption","url":"https://www.academia.edu/Documents/in/Sustainable_Production_and_Consumption?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4524" rel="nofollow" href="https://www.academia.edu/Documents/in/Sustainable_Development">Sustainable Development</a>, <script data-card-contents-for-ri="4524" type="text/json">{"id":4524,"name":"Sustainable Development","url":"https://www.academia.edu/Documents/in/Sustainable_Development?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="199350" rel="nofollow" href="https://www.academia.edu/Documents/in/Consumption_of_Groceries">Consumption of Groceries</a><script data-card-contents-for-ri="199350" type="text/json">{"id":199350,"name":"Consumption of Groceries","url":"https://www.academia.edu/Documents/in/Consumption_of_Groceries?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2241218]'), work: {"id":2241218,"title":"The role of sustainable development self-efficacy beliefs in sustainable consumption","created_at":"2012-12-04T22:39:04.827-08:00","url":"https://www.academia.edu/2241218/The_role_of_sustainable_development_self_efficacy_beliefs_in_sustainable_consumption?f_ri=6390","dom_id":"work_2241218","summary":"Research on the importance of psychological variables in sustainable consumption decisions suggests that self-efficacy beliefs (i.e., the perceived ability to successfully bring about desired outcomes) play a role in purchases of sustainable products. Most studies in this line of research measured self-efficacy with regard to environmental preservation and focused on pro-environmental consumer behavior as the outcome variable (e.g., Berger \u0026 Corbin, 1992; Straughan \u0026 Roberts 1999). \r\nIn the present study, we took a broader perspective: We addressed consumer behavior that contributes to a sustainable development (more specifically, intentions to purchase “sustainable” groceries, i.e., groceries that help to promote environmental preservation, a socially fair distribution of resources, and economic welfare) and measured self-efficacy with regard to sustainable development (SDSE, i.e., beliefs in one’s ability to contribute to a sustainable development). \r\nIn an online survey among students (N = 194) of different majors we explored the dimensionality of SDSE and investigated if SDSE predict intentions to purchase sustainable groceries (PI). SDSE was measured by means of 28 questionnaire items and PI was measured by means of 31 questionnaire items. \r\nA factor analysis indicated that six facets of SDSE can be distinguished (67 % explained variance, cumulated): Four facets represent self-efficacy beliefs regarding one’s ability to directly contribute to different aspects of sustainable development (i.e., the perceived ability 1. to contribute to social fairness and economic welfare, 2. to contribute to environmental preservation and securing the needs of future generations, 3. to help improving social services and securing the basic needs of people in developing countries, 4. to reduce the ecological stress from agriculture); Two facets represent self-efficacy beliefs regarding one’s ability to indirectly contribute to sustainable development through motivating other consumers to promote sustainable development (i.e., the perceived ability 1. to encourage other consumers to purchase sustainable groceries and to think about environmental preservation, 2. to draw other consumers’ attention to a socially fair distribution of resources and economic welfare). \r\nMultiple regression analyses revealed that the six SDSE facets differed with regard to their role in predicting PI. Two SDSE facets were particularly important in predicting PI: Consumers’ perceived ability to reduce the ecological stress from agriculture and consumers’ perceived ability to draw other consumers’ attention to a socially fair distribution of resources and economic welfare. \r\nOur findings suggest that self-efficacy beliefs regarding one’s direct and indirect contribution to sustainable development play a role in decisions to purchase sustainable groceries. An interesting question for future research is if interventions to strengthen SDSE allow for promoting sustainable consumption.","downloadable_attachments":[{"id":30293017,"asset_id":2241218,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2638937,"first_name":"Daniel","last_name":"Hanss","domain_name":"h-da","page_name":"DanielHanss","display_name":"Daniel Hanss","profile_url":"https://h-da.academia.edu/DanielHanss?f_ri=6390","photo":"https://0.academia-photos.com/2638937/839567/1042937/s65_daniel.hanss.jpg"}],"research_interests":[{"id":1582,"name":"Sustainable Production and Consumption","url":"https://www.academia.edu/Documents/in/Sustainable_Production_and_Consumption?f_ri=6390","nofollow":true},{"id":4524,"name":"Sustainable Development","url":"https://www.academia.edu/Documents/in/Sustainable_Development?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":199350,"name":"Consumption of Groceries","url":"https://www.academia.edu/Documents/in/Consumption_of_Groceries?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37600939" data-work_id="37600939" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37600939/Co_creating_rubrics_The_effects_on_self_regulated_learning_self_efficacy_and_performance_of_establishing_assessment_criteria_with_students">Co-creating rubrics: The effects on self-regulated learning, self efficacy and performance of establishing assessment criteria with students.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37600939" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning selfregulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37600939" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1c67dcfed7f129f5bb57533c6de3ef91" rel="nofollow" data-download="{"attachment_id":57582279,"asset_id":37600939,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57582279/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3826740" href="https://dcu.academia.edu/ErnestoPanadero">Ernesto Panadero</a><script data-card-contents-for-user="3826740" type="text/json">{"id":3826740,"first_name":"Ernesto","last_name":"Panadero","domain_name":"dcu","page_name":"ErnestoPanadero","display_name":"Ernesto Panadero","profile_url":"https://dcu.academia.edu/ErnestoPanadero?f_ri=6390","photo":"https://0.academia-photos.com/3826740/1397167/17214329/s65_ernesto.panadero.jpg"}</script></span></span></li><li class="js-paper-rank-work_37600939 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37600939"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37600939, container: ".js-paper-rank-work_37600939", }); });</script></li><li class="js-percentile-work_37600939 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37600939; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37600939"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37600939 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37600939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37600939; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37600939]").text(description); $(".js-view-count-work_37600939").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37600939").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37600939"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="45909" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-regulation">Self-regulation</a>, <script data-card-contents-for-ri="45909" type="text/json">{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="116583" rel="nofollow" href="https://www.academia.edu/Documents/in/Rubrics">Rubrics</a>, <script data-card-contents-for-ri="116583" type="text/json">{"id":116583,"name":"Rubrics","url":"https://www.academia.edu/Documents/in/Rubrics?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="344588" rel="nofollow" href="https://www.academia.edu/Documents/in/Self_Assessment">Self Assessment</a><script data-card-contents-for-ri="344588" type="text/json">{"id":344588,"name":"Self Assessment","url":"https://www.academia.edu/Documents/in/Self_Assessment?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37600939]'), work: {"id":37600939,"title":"Co-creating rubrics: The effects on self-regulated learning, self efficacy and performance of establishing assessment criteria with students.","created_at":"2018-10-17T08:30:37.561-07:00","url":"https://www.academia.edu/37600939/Co_creating_rubrics_The_effects_on_self_regulated_learning_self_efficacy_and_performance_of_establishing_assessment_criteria_with_students?f_ri=6390","dom_id":"work_37600939","summary":"The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning selfregulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies.","downloadable_attachments":[{"id":57582279,"asset_id":37600939,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3826740,"first_name":"Ernesto","last_name":"Panadero","domain_name":"dcu","page_name":"ErnestoPanadero","display_name":"Ernesto Panadero","profile_url":"https://dcu.academia.edu/ErnestoPanadero?f_ri=6390","photo":"https://0.academia-photos.com/3826740/1397167/17214329/s65_ernesto.panadero.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=6390","nofollow":true},{"id":116583,"name":"Rubrics","url":"https://www.academia.edu/Documents/in/Rubrics?f_ri=6390","nofollow":true},{"id":344588,"name":"Self Assessment","url":"https://www.academia.edu/Documents/in/Self_Assessment?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45018800" data-work_id="45018800" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45018800/The_effect_of_demographic_characteristics_on_the_self_efficacy_of_preschool_education_teachers">The effect of demographic characteristics on the self-efficacy of preschool education teachers.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teachers' self-efficacy refers to their ability to make the desired changes in students' behavior and learning achievements and it is related to the confidence they have regarding teaching, management and collaboration skills. Numerous... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45018800" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teachers' self-efficacy refers to their ability to make the desired changes in students' behavior and learning achievements and it is related to the confidence they have regarding teaching, management and collaboration skills. Numerous studies show that it also affects their behavior in the classroom, their willingness to adopt new ideas and their views on teaching practices and student performance. Teachers' demographic characteristics can affect the sense of self-efficacy they possibly have. Therefore, investigating their impact on teachers' self-efficacy is of great importance, given that such research is limited and particularly in the field of preschool education. The purpose of this study is to investigate the relationship between demographic characteristics (age, marital status, level of education, total service, employment, ICT training) of pre-school teachers in the Region of Western Greece (Peripheral units of Aitoloakarnania, Achaia, Ilias ) and their perceptions of their self-efficacy. This research study is a continuation of a previous research conducted in June 2020 through the quantitative approach method and the use of a self-report questionnaire. Kindergarten teachers of the Region of Western Greece constituted the reference population. The questionnaire in google forms was delivered through email and it was completed by 291 pre-school teachers (sample of the research). The TSES (Teacher Sense of Efficacy Scale) self-efficacy questionnaire, which was developed by Tshannen-Moran & Woolfolk-Hoy (2001), was used for the purposes of the present study. The questionnaire was selected in its short version, the one with 12 questions, grouped in 3 sub-scales of self-efficacy with 4 questions for each sub-scale: a) efficiency in classroom management (questions, 1, 6,7 and 8), b) efficiency in the involvement of students (questions 2, 3, 4 and 11) and c) effectiveness in teaching strategies (questions 5, 9, 10 and 12). Respondents were asked to answer on a five-point Likert scale (1 = Not at all, 2 = Very little, 3 = Rather, 4 = Quite, 5 = Very much). Data analysis was performed with the statistical software SPSS 26.0 for Windows for the descriptive presentation of the TSES scale with the individual subscales (classroom management, student engagement, teaching strategies) with indicators such as Mean Value (MV) and Standard Deviation (SD). Then, internal consistency and validity of Cronbach's alpha were tested both in the individual dimensions and their entirety which was satisfactory (Cronbach's alpha> 0.70). This was followed by the Kolmogorov-Smirnov test (291> 50) which showed a normal distribution of the variables (p> 0.05). A multivariate analysis of variance (MANOVA) was then performed in order to examine the effect of independent demographic characteristics (age, marital status, level of education, total service, employment, ICT training) on the perceptions of the participating teachers. The statistically significant differences in the mean values were checked through the Bonferroni criterion. According to the results of the previous research, the participating teachers show satisfactory levels of self-efficacy in all three subscales (classroom management, student involvement and teaching strategies). Following the previous research, the results of the present research study, regarding the correlations of demographic characteristics (age, employment relationship, ICT training and Kindergarten area (urban, semi-urban, rural) of the participants do not seem to have a statistically significant effect on their perceptions of self-efficacy in none of its three sub-scales (classroom management, student engagement, teaching strategies). Regarding other demographic characteristics (marital status, level of education, total service) they present a statistically significant effect on the perceptions of the sample teachers regarding their self-efficacy. Specifically: a) Regarding marital status, married teachers and teachers who declare otherwise (possibly they are divorced or widowed) show a greater degree of self-efficacy in managing classroom management in relation to unmarried, b) Regarding the level of studies, those who have a higher level of studies (postgraduate, 2nd degree) show a greater degree of self-efficacy in terms of 3rdICOMEU 2020 "Preparing for new realities in education: opportunities and challenges", Thessaloniki, 18-20 December 2020 101 students' involvement in the learning process and c) Regarding the total service of the sample teachers, those who have more years of total service (31 and over) show greater self-efficacy in terms of involving students in the requirements of school and the implementation of alternative teaching strategies than those who have fewer years (0-10) of total service.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45018800" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6b1e6c25dc989f25f313519a0ec0b25d" rel="nofollow" data-download="{"attachment_id":65566572,"asset_id":45018800,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65566572/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="60143127" href="https://eap.academia.edu/%CE%96oekaranikola">Ζoe karanikola</a><script data-card-contents-for-user="60143127" type="text/json">{"id":60143127,"first_name":"Ζoe","last_name":"karanikola","domain_name":"eap","page_name":"Ζoekaranikola","display_name":"Ζoe karanikola","profile_url":"https://eap.academia.edu/%CE%96oekaranikola?f_ri=6390","photo":"https://0.academia-photos.com/60143127/20161012/19901777/s65__._.jpg"}</script></span></span></li><li class="js-paper-rank-work_45018800 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45018800"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45018800, container: ".js-paper-rank-work_45018800", }); });</script></li><li class="js-percentile-work_45018800 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45018800; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_45018800"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_45018800 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="45018800"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45018800; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45018800]").text(description); $(".js-view-count-work_45018800").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45018800").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45018800"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a><script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45018800]'), work: {"id":45018800,"title":"The effect of demographic characteristics on the self-efficacy of preschool education teachers.","created_at":"2021-01-31T10:00:27.149-08:00","url":"https://www.academia.edu/45018800/The_effect_of_demographic_characteristics_on_the_self_efficacy_of_preschool_education_teachers?f_ri=6390","dom_id":"work_45018800","summary":"Teachers' self-efficacy refers to their ability to make the desired changes in students' behavior and learning achievements and it is related to the confidence they have regarding teaching, management and collaboration skills. Numerous studies show that it also affects their behavior in the classroom, their willingness to adopt new ideas and their views on teaching practices and student performance. Teachers' demographic characteristics can affect the sense of self-efficacy they possibly have. Therefore, investigating their impact on teachers' self-efficacy is of great importance, given that such research is limited and particularly in the field of preschool education. The purpose of this study is to investigate the relationship between demographic characteristics (age, marital status, level of education, total service, employment, ICT training) of pre-school teachers in the Region of Western Greece (Peripheral units of Aitoloakarnania, Achaia, Ilias ) and their perceptions of their self-efficacy. This research study is a continuation of a previous research conducted in June 2020 through the quantitative approach method and the use of a self-report questionnaire. Kindergarten teachers of the Region of Western Greece constituted the reference population. The questionnaire in google forms was delivered through email and it was completed by 291 pre-school teachers (sample of the research). The TSES (Teacher Sense of Efficacy Scale) self-efficacy questionnaire, which was developed by Tshannen-Moran \u0026 Woolfolk-Hoy (2001), was used for the purposes of the present study. The questionnaire was selected in its short version, the one with 12 questions, grouped in 3 sub-scales of self-efficacy with 4 questions for each sub-scale: a) efficiency in classroom management (questions, 1, 6,7 and 8), b) efficiency in the involvement of students (questions 2, 3, 4 and 11) and c) effectiveness in teaching strategies (questions 5, 9, 10 and 12). Respondents were asked to answer on a five-point Likert scale (1 = Not at all, 2 = Very little, 3 = Rather, 4 = Quite, 5 = Very much). Data analysis was performed with the statistical software SPSS 26.0 for Windows for the descriptive presentation of the TSES scale with the individual subscales (classroom management, student engagement, teaching strategies) with indicators such as Mean Value (MV) and Standard Deviation (SD). Then, internal consistency and validity of Cronbach's alpha were tested both in the individual dimensions and their entirety which was satisfactory (Cronbach's alpha\u003e 0.70). This was followed by the Kolmogorov-Smirnov test (291\u003e 50) which showed a normal distribution of the variables (p\u003e 0.05). A multivariate analysis of variance (MANOVA) was then performed in order to examine the effect of independent demographic characteristics (age, marital status, level of education, total service, employment, ICT training) on the perceptions of the participating teachers. The statistically significant differences in the mean values were checked through the Bonferroni criterion. According to the results of the previous research, the participating teachers show satisfactory levels of self-efficacy in all three subscales (classroom management, student involvement and teaching strategies). Following the previous research, the results of the present research study, regarding the correlations of demographic characteristics (age, employment relationship, ICT training and Kindergarten area (urban, semi-urban, rural) of the participants do not seem to have a statistically significant effect on their perceptions of self-efficacy in none of its three sub-scales (classroom management, student engagement, teaching strategies). Regarding other demographic characteristics (marital status, level of education, total service) they present a statistically significant effect on the perceptions of the sample teachers regarding their self-efficacy. Specifically: a) Regarding marital status, married teachers and teachers who declare otherwise (possibly they are divorced or widowed) show a greater degree of self-efficacy in managing classroom management in relation to unmarried, b) Regarding the level of studies, those who have a higher level of studies (postgraduate, 2nd degree) show a greater degree of self-efficacy in terms of 3rdICOMEU 2020 \"Preparing for new realities in education: opportunities and challenges\", Thessaloniki, 18-20 December 2020 101 students' involvement in the learning process and c) Regarding the total service of the sample teachers, those who have more years of total service (31 and over) show greater self-efficacy in terms of involving students in the requirements of school and the implementation of alternative teaching strategies than those who have fewer years (0-10) of total service.","downloadable_attachments":[{"id":65566572,"asset_id":45018800,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":60143127,"first_name":"Ζoe","last_name":"karanikola","domain_name":"eap","page_name":"Ζoekaranikola","display_name":"Ζoe karanikola","profile_url":"https://eap.academia.edu/%CE%96oekaranikola?f_ri=6390","photo":"https://0.academia-photos.com/60143127/20161012/19901777/s65__._.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8508350" data-work_id="8508350" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8508350/A_CONCEPTUAL_MODEL_OF_REFEREE_EFFICACY">A CONCEPTUAL MODEL OF REFEREE EFFICACY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper presents a conceptual model of referee efficacy, defines the concept, proposes sources of referee specific efficacy information, and suggests consequences of having high or low referee efficacy. Referee efficacy is defined as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8508350" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper presents a conceptual model of referee efficacy, defines the concept, proposes sources of referee specific efficacy information, and suggests consequences of having high or low referee efficacy. Referee efficacy is defined as the extent to which referees believe they have the capacity to perform successfully in their job. Referee efficacy beliefs are hypothesized to be influenced by mastery experiences, referee knowledge/education, support from significant others, physical/mental preparedness, environmental comfort, and perceived anxiety. In turn, referee efficacy beliefs are hypothesized to influence referee performance, referee stress, athlete rule violations, athlete satisfaction, and co-referee satisfaction.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8508350" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="28aee0c20b5daef58e4cc3ee41a412f9" rel="nofollow" data-download="{"attachment_id":34887569,"asset_id":8508350,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34887569/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="17356183" href="https://independent.academia.edu/F%C3%A9lixGuill%C3%A9nGarc%C3%ADa">Félix Guillén García</a><script data-card-contents-for-user="17356183" type="text/json">{"id":17356183,"first_name":"Félix","last_name":"Guillén García","domain_name":"independent","page_name":"FélixGuillénGarcía","display_name":"Félix Guillén García","profile_url":"https://independent.academia.edu/F%C3%A9lixGuill%C3%A9nGarc%C3%ADa?f_ri=6390","photo":"https://0.academia-photos.com/17356183/4837677/5567909/s65_f_lix.guill_n_garc_a.jpg_oh_5636b3a4c94ef7125b34ca7f2e1aac7d_oe_54c173a2___gda___1421394506_5190158494599f8e52cd377ac399c558"}</script></span></span></li><li class="js-paper-rank-work_8508350 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8508350"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8508350, container: ".js-paper-rank-work_8508350", }); });</script></li><li class="js-percentile-work_8508350 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8508350; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8508350"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8508350 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8508350"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8508350; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8508350]").text(description); $(".js-view-count-work_8508350").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8508350").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8508350"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a><script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8508350]'), work: {"id":8508350,"title":"A CONCEPTUAL MODEL OF REFEREE EFFICACY","created_at":"2014-09-26T07:46:55.434-07:00","url":"https://www.academia.edu/8508350/A_CONCEPTUAL_MODEL_OF_REFEREE_EFFICACY?f_ri=6390","dom_id":"work_8508350","summary":"This paper presents a conceptual model of referee efficacy, defines the concept, proposes sources of referee specific efficacy information, and suggests consequences of having high or low referee efficacy. Referee efficacy is defined as the extent to which referees believe they have the capacity to perform successfully in their job. Referee efficacy beliefs are hypothesized to be influenced by mastery experiences, referee knowledge/education, support from significant others, physical/mental preparedness, environmental comfort, and perceived anxiety. In turn, referee efficacy beliefs are hypothesized to influence referee performance, referee stress, athlete rule violations, athlete satisfaction, and co-referee satisfaction.","downloadable_attachments":[{"id":34887569,"asset_id":8508350,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":17356183,"first_name":"Félix","last_name":"Guillén García","domain_name":"independent","page_name":"FélixGuillénGarcía","display_name":"Félix Guillén García","profile_url":"https://independent.academia.edu/F%C3%A9lixGuill%C3%A9nGarc%C3%ADa?f_ri=6390","photo":"https://0.academia-photos.com/17356183/4837677/5567909/s65_f_lix.guill_n_garc_a.jpg_oh_5636b3a4c94ef7125b34ca7f2e1aac7d_oe_54c173a2___gda___1421394506_5190158494599f8e52cd377ac399c558"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3610291 coauthored" data-work_id="3610291" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3610291/Strengths_academic_self_efficacy_admission_test_scores_and_GPA_in_a_Christian_university_sample">Strengths, academic self-efficacy, admission test scores, and GPA in a Christian university sample</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The increasing assessment of strengths in education and industry coincides with the recent growth in positive psychology. In this study, we examine the possible contributions of the StrengthsFinder1 (SF) along with other variables common... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3610291" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The increasing assessment of strengths in education and industry coincides with the recent growth in positive psychology. In this study, we examine the possible contributions of the StrengthsFinder1 (SF) along with other variables common to university populations. The stability of the strengths identified by SF for two samples, a year apart, supports previous findings that the SF is relatively stable in a campus population. We also investigated the validity of the four dimensions in the strengths model. We found that the Thinking dimension was positively correlated with American College Test (ACT) or converted Scholastic Assessment Test (SAT) scores in both samples. We also found evidence that academic self-efficacy (ASE) provided significant additional information about GPA than did ACT scores alone. We conclude with a discussion about the contributions of strengths and recommendations for further research.<br />Key words: Positive psychology, personal strengths, Self-efficacy, College admissions, Academic counseling, career counseling,</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3610291" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7329e74426461c35bd03bf12ff56acd0" rel="nofollow" data-download="{"attachment_id":33236850,"asset_id":3610291,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33236850/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4205107" href="https://evangel.academia.edu/GeoffSutton">Geoffrey W Sutton</a><script data-card-contents-for-user="4205107" type="text/json">{"id":4205107,"first_name":"Geoffrey","last_name":"Sutton","domain_name":"evangel","page_name":"GeoffSutton","display_name":"Geoffrey W Sutton","profile_url":"https://evangel.academia.edu/GeoffSutton?f_ri=6390","photo":"https://0.academia-photos.com/4205107/1652667/1989918/s65_geoff.sutton.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-3610291">+1</span><div class="hidden js-additional-users-3610291"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/BradleyBartle">Bradley Bartle</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-3610291'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-3610291').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_3610291 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3610291"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3610291, container: ".js-paper-rank-work_3610291", }); });</script></li><li class="js-percentile-work_3610291 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3610291; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3610291"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3610291 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3610291"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3610291; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3610291]").text(description); $(".js-view-count-work_3610291").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3610291").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3610291"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="32" rel="nofollow" href="https://www.academia.edu/Documents/in/Organizational_Behavior">Organizational Behavior</a>, <script data-card-contents-for-ri="32" type="text/json">{"id":32,"name":"Organizational Behavior","url":"https://www.academia.edu/Documents/in/Organizational_Behavior?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="243" rel="nofollow" href="https://www.academia.edu/Documents/in/Positive_Psychology">Positive Psychology</a>, <script data-card-contents-for-ri="243" type="text/json">{"id":243,"name":"Positive Psychology","url":"https://www.academia.edu/Documents/in/Positive_Psychology?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2919" rel="nofollow" href="https://www.academia.edu/Documents/in/Organizational_Culture">Organizational Culture</a><script data-card-contents-for-ri="2919" type="text/json">{"id":2919,"name":"Organizational Culture","url":"https://www.academia.edu/Documents/in/Organizational_Culture?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3610291]'), work: {"id":3610291,"title":"Strengths, academic self-efficacy, admission test scores, and GPA in a Christian university sample","created_at":"2013-05-26T05:35:40.493-07:00","url":"https://www.academia.edu/3610291/Strengths_academic_self_efficacy_admission_test_scores_and_GPA_in_a_Christian_university_sample?f_ri=6390","dom_id":"work_3610291","summary":"The increasing assessment of strengths in education and industry coincides with the recent growth in positive psychology. In this study, we examine the possible contributions of the StrengthsFinder1 (SF) along with other variables common to university populations. The stability of the strengths identified by SF for two samples, a year apart, supports previous findings that the SF is relatively stable in a campus population. We also investigated the validity of the four dimensions in the strengths model. We found that the Thinking dimension was positively correlated with American College Test (ACT) or converted Scholastic Assessment Test (SAT) scores in both samples. We also found evidence that academic self-efficacy (ASE) provided significant additional information about GPA than did ACT scores alone. We conclude with a discussion about the contributions of strengths and recommendations for further research.\nKey words: Positive psychology, personal strengths, Self-efficacy, College admissions, Academic counseling, career counseling,","downloadable_attachments":[{"id":33236850,"asset_id":3610291,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4205107,"first_name":"Geoffrey","last_name":"Sutton","domain_name":"evangel","page_name":"GeoffSutton","display_name":"Geoffrey W Sutton","profile_url":"https://evangel.academia.edu/GeoffSutton?f_ri=6390","photo":"https://0.academia-photos.com/4205107/1652667/1989918/s65_geoff.sutton.jpg"},{"id":32653450,"first_name":"Bradley","last_name":"Bartle","domain_name":"independent","page_name":"BradleyBartle","display_name":"Bradley Bartle","profile_url":"https://independent.academia.edu/BradleyBartle?f_ri=6390","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":32,"name":"Organizational Behavior","url":"https://www.academia.edu/Documents/in/Organizational_Behavior?f_ri=6390","nofollow":true},{"id":243,"name":"Positive Psychology","url":"https://www.academia.edu/Documents/in/Positive_Psychology?f_ri=6390","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=6390","nofollow":true},{"id":2919,"name":"Organizational Culture","url":"https://www.academia.edu/Documents/in/Organizational_Culture?f_ri=6390","nofollow":true},{"id":3279,"name":"Psychotherapy and Counseling","url":"https://www.academia.edu/Documents/in/Psychotherapy_and_Counseling?f_ri=6390"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=6390"},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390"},{"id":8144,"name":"School Psychology","url":"https://www.academia.edu/Documents/in/School_Psychology?f_ri=6390"},{"id":10281,"name":"Assessment in Higher Education","url":"https://www.academia.edu/Documents/in/Assessment_in_Higher_Education?f_ri=6390"},{"id":18906,"name":"Strengths Based Practice","url":"https://www.academia.edu/Documents/in/Strengths_Based_Practice?f_ri=6390"},{"id":101649,"name":"Guidance and Counseling","url":"https://www.academia.edu/Documents/in/Guidance_and_Counseling-1?f_ri=6390"},{"id":267727,"name":"Christian Studies","url":"https://www.academia.edu/Documents/in/Christian_Studies?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35153255" data-work_id="35153255" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35153255/EFFECT_OF_SELF_EFFICACY_ON_STUDENTS_ACHIEVEMENT_IN_SCIENCE_A_CASE_OF_SECONDARY_SCHOOL_STUDENTS_IN_PAKISTAN">EFFECT OF SELF-EFFICACY ON STUDENTS’ ACHIEVEMENT IN SCIENCE: A CASE OF SECONDARY SCHOOL STUDENTS IN PAKISTAN</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The current study aimed to investigate the effect of self-efficacy on students’ achievement in science. The case of secondary school science students’ is examined to achieve this task. The study is based on Bandura's Theory of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35153255" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The current study aimed to investigate the effect of self-efficacy on students’ achievement in science. The case of secondary school science students’ is examined to achieve this task. The study is based on Bandura's Theory of Self-Efficacy, which divides Academic, Social and Emotional self-efficacy in three categories. The Questionnaire ‘Self-efficacy Questionnaire for Children (SEQ-C) developed by (Muris, 2001) was adapted in the present study to quantify secondary school students’ and was administered to 811 students. The achievements of students in science subjects governed by their academic, social and emotional self-efficacy were statistically examined to meet the research objectives. Findings revealed that secondary school students have a stronger academic and social self-efficacy. The need to assimilate content for developing emotional self-efficacy among students is highlighted. The study also discovered the significant impacts of parents’ job status and the qualifications on children’s self-efficacy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35153255" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ab1339ae5a3d6e391190a1d2ccc8b50c" rel="nofollow" data-download="{"attachment_id":55015177,"asset_id":35153255,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55015177/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29518315" href="https://open.academia.edu/OpenAccessPublishingGroup">Open Access Publishing Group</a><script data-card-contents-for-user="29518315" type="text/json">{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=6390","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}</script></span></span></li><li class="js-paper-rank-work_35153255 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35153255"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35153255, container: ".js-paper-rank-work_35153255", }); 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$(".js-view-count[data-work-id=35153255]").text(description); $(".js-view-count-work_35153255").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35153255").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35153255"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">30</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2936" rel="nofollow" href="https://www.academia.edu/Documents/in/Didactics">Didactics</a><script data-card-contents-for-ri="2936" type="text/json">{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35153255]'), work: {"id":35153255,"title":"EFFECT OF SELF-EFFICACY ON STUDENTS’ ACHIEVEMENT IN SCIENCE: A CASE OF SECONDARY SCHOOL STUDENTS IN PAKISTAN","created_at":"2017-11-15T06:47:02.719-08:00","url":"https://www.academia.edu/35153255/EFFECT_OF_SELF_EFFICACY_ON_STUDENTS_ACHIEVEMENT_IN_SCIENCE_A_CASE_OF_SECONDARY_SCHOOL_STUDENTS_IN_PAKISTAN?f_ri=6390","dom_id":"work_35153255","summary":"The current study aimed to investigate the effect of self-efficacy on students’ achievement in science. The case of secondary school science students’ is examined to achieve this task. The study is based on Bandura's Theory of Self-Efficacy, which divides Academic, Social and Emotional self-efficacy in three categories. The Questionnaire ‘Self-efficacy Questionnaire for Children (SEQ-C) developed by (Muris, 2001) was adapted in the present study to quantify secondary school students’ and was administered to 811 students. The achievements of students in science subjects governed by their academic, social and emotional self-efficacy were statistically examined to meet the research objectives. Findings revealed that secondary school students have a stronger academic and social self-efficacy. The need to assimilate content for developing emotional self-efficacy among students is highlighted. The study also discovered the significant impacts of parents’ job status and the qualifications on children’s self-efficacy.","downloadable_attachments":[{"id":55015177,"asset_id":35153255,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":29518315,"first_name":"Open Access Publishing","last_name":"Group","domain_name":"open","page_name":"OpenAccessPublishingGroup","display_name":"Open Access Publishing Group","profile_url":"https://open.academia.edu/OpenAccessPublishingGroup?f_ri=6390","photo":"https://0.academia-photos.com/29518315/8465646/13139675/s65_open_access_publishing.group.jpg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=6390","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6390","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=6390","nofollow":true},{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=6390","nofollow":true},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=6390"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=6390"},{"id":3576,"name":"Teachers' self efficacy levels","url":"https://www.academia.edu/Documents/in/Teachers_self_efficacy_levels?f_ri=6390"},{"id":6291,"name":"Achievement Motivation","url":"https://www.academia.edu/Documents/in/Achievement_Motivation?f_ri=6390"},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390"},{"id":6391,"name":"Teaching Self-Efficacy","url":"https://www.academia.edu/Documents/in/Teaching_Self-Efficacy?f_ri=6390"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=6390"},{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=6390"},{"id":51625,"name":"Educación","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n?f_ri=6390"},{"id":51694,"name":"Pedagogía","url":"https://www.academia.edu/Documents/in/Pedagog%C3%ADa?f_ri=6390"},{"id":54727,"name":"Educational Sciences","url":"https://www.academia.edu/Documents/in/Educational_Sciences?f_ri=6390"},{"id":54819,"name":"Educational science","url":"https://www.academia.edu/Documents/in/Educational_science?f_ri=6390"},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=6390"},{"id":84578,"name":"Educational","url":"https://www.academia.edu/Documents/in/Educational?f_ri=6390"},{"id":90732,"name":"Pendidikan","url":"https://www.academia.edu/Documents/in/Pendidikan?f_ri=6390"},{"id":93811,"name":"Educação","url":"https://www.academia.edu/Documents/in/Educa%C3%A7%C3%A3o?f_ri=6390"},{"id":100407,"name":"Achievement","url":"https://www.academia.edu/Documents/in/Achievement?f_ri=6390"},{"id":104446,"name":"Academic achievement","url":"https://www.academia.edu/Documents/in/Academic_achievement?f_ri=6390"},{"id":108997,"name":"Entrepreneurial self-efficacy","url":"https://www.academia.edu/Documents/in/Entrepreneurial_self-efficacy?f_ri=6390"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=6390"},{"id":172264,"name":"Educational studies","url":"https://www.academia.edu/Documents/in/Educational_studies?f_ri=6390"},{"id":211072,"name":"Pedagogie","url":"https://www.academia.edu/Documents/in/Pedagogie?f_ri=6390"},{"id":246414,"name":"Teacher Self Efficacy","url":"https://www.academia.edu/Documents/in/Teacher_Self_Efficacy?f_ri=6390"},{"id":295557,"name":"Self Efficacy Theory","url":"https://www.academia.edu/Documents/in/Self_Efficacy_Theory?f_ri=6390"},{"id":469249,"name":"Education Studies","url":"https://www.academia.edu/Documents/in/Education_Studies?f_ri=6390"},{"id":1031715,"name":"Educacion","url":"https://www.academia.edu/Documents/in/Educacion-2?f_ri=6390"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11691709" data-work_id="11691709" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11691709/PSYCHOMETRIC_DATA_ON_THE_MATHEMATICS_SELF_EFFICACY_SCALE">PSYCHOMETRIC DATA ON THE MATHEMATICS SELF-EFFICACY SCALE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Descriptive measurement reliability and validity data are reported on scores from the Mathematics Self-Efficacy Scale (MSES) in two contexts—class and test—for a sample of 302 Australian high school students. Summated scores on the MSES... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11691709" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Descriptive measurement reliability and validity data are reported on scores from the Mathematics Self-Efficacy Scale (MSES) in two contexts—class and test—for a sample of 302 Australian high school students. Summated scores on the MSES correlated r =.74, and together these items yielded one component that explained 49% of the variance. MSES scores demonstrated internal reliability for both class and test (Cronbach alphas =.86 and .90). Statistically significant correlations between MSES scores, past mathematics <br />grades, and Marsh’s Self-Description Questionnaire III (Math) were used to indicate <br />the convergent validity of scores for the MSES. Discriminant validity of the MSES scores was suggested by the lack of significant correlations between the MSES measures and students’ desired English grades. Statistically significant correlations between MSES scores and students’ desired mathematics grades indicated concurrent validity of the MSES measures. A statistically significant difference between class and test scores supported Bandura’s prescription for context specificity in efficacy research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11691709" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="60e31fd663bee6ada592a0761cf43548" rel="nofollow" data-download="{"attachment_id":37137672,"asset_id":11691709,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37137672/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27869108" href="https://csu-au.academia.edu/KateMoore">Kathleen (Kate) A Moore</a><script data-card-contents-for-user="27869108" type="text/json">{"id":27869108,"first_name":"Kathleen (Kate)","last_name":"Moore","domain_name":"csu-au","page_name":"KateMoore","display_name":"Kathleen (Kate) A Moore","profile_url":"https://csu-au.academia.edu/KateMoore?f_ri=6390","photo":"https://0.academia-photos.com/27869108/8106350/9074646/s65_kate_kathleen_.moore.jpg"}</script></span></span></li><li class="js-paper-rank-work_11691709 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11691709"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11691709, container: ".js-paper-rank-work_11691709", }); });</script></li><li class="js-percentile-work_11691709 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 11691709; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_11691709"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_11691709 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="11691709"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11691709; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11691709]").text(description); $(".js-view-count-work_11691709").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11691709").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11691709"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2731" rel="nofollow" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a>, <script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6288" rel="nofollow" href="https://www.academia.edu/Documents/in/Measurement_and_Evaluation">Measurement and Evaluation</a>, <script data-card-contents-for-ri="6288" type="text/json">{"id":6288,"name":"Measurement and Evaluation","url":"https://www.academia.edu/Documents/in/Measurement_and_Evaluation?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a><script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11691709]'), work: {"id":11691709,"title":"PSYCHOMETRIC DATA ON THE MATHEMATICS SELF-EFFICACY SCALE","created_at":"2015-03-27T20:56:18.165-07:00","url":"https://www.academia.edu/11691709/PSYCHOMETRIC_DATA_ON_THE_MATHEMATICS_SELF_EFFICACY_SCALE?f_ri=6390","dom_id":"work_11691709","summary":"Descriptive measurement reliability and validity data are reported on scores from the Mathematics Self-Efficacy Scale (MSES) in two contexts—class and test—for a sample of 302 Australian high school students. Summated scores on the MSES correlated r =.74, and together these items yielded one component that explained 49% of the variance. MSES scores demonstrated internal reliability for both class and test (Cronbach alphas =.86 and .90). Statistically significant correlations between MSES scores, past mathematics\r\ngrades, and Marsh’s Self-Description Questionnaire III (Math) were used to indicate\r\nthe convergent validity of scores for the MSES. Discriminant validity of the MSES scores was suggested by the lack of significant correlations between the MSES measures and students’ desired English grades. Statistically significant correlations between MSES scores and students’ desired mathematics grades indicated concurrent validity of the MSES measures. A statistically significant difference between class and test scores supported Bandura’s prescription for context specificity in efficacy research.","downloadable_attachments":[{"id":37137672,"asset_id":11691709,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27869108,"first_name":"Kathleen (Kate)","last_name":"Moore","domain_name":"csu-au","page_name":"KateMoore","display_name":"Kathleen (Kate) A Moore","profile_url":"https://csu-au.academia.edu/KateMoore?f_ri=6390","photo":"https://0.academia-photos.com/27869108/8106350/9074646/s65_kate_kathleen_.moore.jpg"}],"research_interests":[{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=6390","nofollow":true},{"id":6288,"name":"Measurement and Evaluation","url":"https://www.academia.edu/Documents/in/Measurement_and_Evaluation?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44198558" data-work_id="44198558" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44198558/Pre_service_teacher_self_efficacy_beliefs">Pre service teacher self efficacy beliefs</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract: This study investigated changes in the self-elficacy beliefs ofpreservice teachers. The sample consisted of preservice English language teachers from Croatia (n=36) u'ho were in their final year of study in the Teacher Education... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44198558" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract: This study investigated changes in the self-elficacy beliefs ofpreservice teachers. The sample consisted of preservice English language teachers from Croatia (n=36) u'ho were in their final year of study in the Teacher Education program. Their self-elicacy beliefs were measured before and after taking their teacher training Practicum course. In order to measure their self-eficacy beliefs, the followrng instruments were used: Tschannen Moran and Woolfolk Hoy's (2001) shorter version of the Teacher Sense of  Eficacy Scale and Swanson's (2010) Foreign Language Teacher Eficacy Scale. The results showed a statistically relevant increase in the respondents' self-eficacy beliefs regarding the use of instructional strategies, rvhile those pertaining to classroom management and student engagement showed a negligible increase. When it comes to language teaching, there rvas a significant growth in their self-eficacy beliefs regarding their knowledge of English (Content knowledge), whereas a somewhat lower rating was given with regard to their ability to facilitate Iearning and to motivate students in class (Teacher as facilitator).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44198558" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="08942b8cc41178e4805673f6c79da95b" rel="nofollow" data-download="{"attachment_id":64561891,"asset_id":44198558,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64561891/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="49798040" href="https://unizd.academia.edu/DinoDuman%C4%8Di%C4%87">Dino Dumančić</a><script data-card-contents-for-user="49798040" type="text/json">{"id":49798040,"first_name":"Dino","last_name":"Dumančić","domain_name":"unizd","page_name":"DinoDumančić","display_name":"Dino Dumančić","profile_url":"https://unizd.academia.edu/DinoDuman%C4%8Di%C4%87?f_ri=6390","photo":"https://0.academia-photos.com/49798040/22584004/21773378/s65_dino.duman_i_.jpg"}</script></span></span></li><li class="js-paper-rank-work_44198558 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44198558"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44198558, container: ".js-paper-rank-work_44198558", }); });</script></li><li class="js-percentile-work_44198558 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44198558; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44198558"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44198558 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44198558"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44198558; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44198558]").text(description); $(".js-view-count-work_44198558").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44198558").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44198558"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="82717" rel="nofollow" href="https://www.academia.edu/Documents/in/Pre-service_teachers">Pre-service teachers</a>, <script data-card-contents-for-ri="82717" type="text/json">{"id":82717,"name":"Pre-service teachers","url":"https://www.academia.edu/Documents/in/Pre-service_teachers?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="378047" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_Practicum">Teaching Practicum</a><script data-card-contents-for-ri="378047" type="text/json">{"id":378047,"name":"Teaching Practicum","url":"https://www.academia.edu/Documents/in/Teaching_Practicum?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44198558]'), work: {"id":44198558,"title":"Pre service teacher self efficacy beliefs","created_at":"2020-09-30T02:36:30.137-07:00","url":"https://www.academia.edu/44198558/Pre_service_teacher_self_efficacy_beliefs?f_ri=6390","dom_id":"work_44198558","summary":"Abstract: This study investigated changes in the self-elficacy beliefs ofpreservice teachers. The sample consisted of preservice English language teachers from Croatia (n=36) u'ho were in their final year of study in the Teacher Education program. Their self-elicacy beliefs were measured before and after taking their teacher training Practicum course. In order to measure their self-eficacy beliefs, the followrng instruments were used: Tschannen Moran and Woolfolk Hoy's (2001) shorter version of the Teacher Sense of Eficacy Scale and Swanson's (2010) Foreign Language Teacher Eficacy Scale. The results showed a statistically relevant increase in the respondents' self-eficacy beliefs regarding the use of instructional strategies, rvhile those pertaining to classroom management and student engagement showed a negligible increase. When it comes to language teaching, there rvas a significant growth in their self-eficacy beliefs regarding their knowledge of English (Content knowledge), whereas a somewhat lower rating was given with regard to their ability to facilitate Iearning and to motivate students in class (Teacher as facilitator).","downloadable_attachments":[{"id":64561891,"asset_id":44198558,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":49798040,"first_name":"Dino","last_name":"Dumančić","domain_name":"unizd","page_name":"DinoDumančić","display_name":"Dino Dumančić","profile_url":"https://unizd.academia.edu/DinoDuman%C4%8Di%C4%87?f_ri=6390","photo":"https://0.academia-photos.com/49798040/22584004/21773378/s65_dino.duman_i_.jpg"}],"research_interests":[{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":82717,"name":"Pre-service teachers","url":"https://www.academia.edu/Documents/in/Pre-service_teachers?f_ri=6390","nofollow":true},{"id":378047,"name":"Teaching Practicum","url":"https://www.academia.edu/Documents/in/Teaching_Practicum?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38179612" data-work_id="38179612" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38179612/Questionnaire_for_Web2_0_Self_Efficacy_pdf">Questionnaire for Web2.0 Self-Efficacy.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Self-efficacy is one of the most important skills that an individual must possess in all aspects of his working life, including education. Self-efficacy of computer use as well as self-efficacy of Internet use emerged since web2.0... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38179612" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Self-efficacy is one of the most important skills that an individual must possess in all aspects of his working life, including education. Self-efficacy of computer use as well as self-efficacy of Internet use emerged since web2.0 applications are important to the individual's education process, there is an urgent need for self-efficacy to use web 2.0 applications.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38179612" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bb5b8186ace8164cbeed24cb76b42aa0" rel="nofollow" data-download="{"attachment_id":58215977,"asset_id":38179612,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58215977/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7011877" href="https://tanta.academia.edu/%D9%85%D8%AD%D9%85%D8%AF%D8%B7%D9%86%D8%B7%D8%A7%D9%88%D9%89">محمد طنطاوى</a><script data-card-contents-for-user="7011877" type="text/json">{"id":7011877,"first_name":"محمد","last_name":"طنطاوى","domain_name":"tanta","page_name":"محمدطنطاوى","display_name":"محمد طنطاوى","profile_url":"https://tanta.academia.edu/%D9%85%D8%AD%D9%85%D8%AF%D8%B7%D9%86%D8%B7%D8%A7%D9%88%D9%89?f_ri=6390","photo":"https://0.academia-photos.com/7011877/6760894/14788845/s65__._.jpg"}</script></span></span></li><li class="js-paper-rank-work_38179612 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38179612"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38179612, container: ".js-paper-rank-work_38179612", }); 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Self-efficacy of computer use as well as self-efficacy of Internet use emerged since web2.0 applications are important to the individual's education process, there is an urgent need for self-efficacy to use web 2.0 applications.","downloadable_attachments":[{"id":58215977,"asset_id":38179612,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7011877,"first_name":"محمد","last_name":"طنطاوى","domain_name":"tanta","page_name":"محمدطنطاوى","display_name":"محمد طنطاوى","profile_url":"https://tanta.academia.edu/%D9%85%D8%AD%D9%85%D8%AF%D8%B7%D9%86%D8%B7%D8%A7%D9%88%D9%89?f_ri=6390","photo":"https://0.academia-photos.com/7011877/6760894/14788845/s65__._.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=6390","nofollow":true},{"id":984,"name":"Web 2.0","url":"https://www.academia.edu/Documents/in/Web_2.0?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_15274773" data-work_id="15274773" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/15274773/Self_Efficacy_for_Learning_Mathematics_Asynchronously_Instrument_Refinement_and_the_Relationship_to_Mathematics_Achievement">Self-Efficacy for Learning Mathematics Asynchronously: Instrument Refinement and the Relationship to Mathematics Achievement</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The purpose of this paper is to report the results of a two-part study. Study 1 was conducted to refine and validate a survey instrument, SELMA (Hodges, 2008), used to measure learners’ self-efficacy toward learning mathematics in online... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_15274773" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The purpose of this paper is to report the results of a two-part<br />study. Study 1 was conducted to refine and validate a survey<br />instrument, SELMA (Hodges, 2008), used to measure learners’<br />self-efficacy toward learning mathematics in online or<br />technology-intensive, asynchronous learning environments.<br />Study 2 was conducted to investigate the relationships between self-efficacy to learn mathematics asynchronously, using the revised instrument from Study 1, and achievement in College Algebra. A statistically significant relationship was<br />observed. The findings are discussed in the context of designing online mathematics courses similar to the one highlighted for these studies. Limitations and directions for future research are discussed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/15274773" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a2b2611a3b02ca637c937f1bfe2f271d" rel="nofollow" data-download="{"attachment_id":38610987,"asset_id":15274773,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38610987/download_file?st=MTc0MDE0NjUxOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1073251" href="https://georgiasouthern.academia.edu/CharlesHodges">Charles Hodges</a><script data-card-contents-for-user="1073251" type="text/json">{"id":1073251,"first_name":"Charles","last_name":"Hodges","domain_name":"georgiasouthern","page_name":"CharlesHodges","display_name":"Charles Hodges","profile_url":"https://georgiasouthern.academia.edu/CharlesHodges?f_ri=6390","photo":"https://0.academia-photos.com/1073251/10059253/13257385/s65_charles.hodges.jpg"}</script></span></span></li><li class="js-paper-rank-work_15274773 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="15274773"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 15274773, container: ".js-paper-rank-work_15274773", }); 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$(".js-view-count[data-work-id=15274773]").text(description); $(".js-view-count-work_15274773").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_15274773").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="15274773"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="300" rel="nofollow" href="https://www.academia.edu/Documents/in/Mathematics">Mathematics</a>, <script data-card-contents-for-ri="300" type="text/json">{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a>, <script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="234177" rel="nofollow" href="https://www.academia.edu/Documents/in/Asynchronous_E-Learning">Asynchronous E-Learning</a>, <script data-card-contents-for-ri="234177" type="text/json">{"id":234177,"name":"Asynchronous E-Learning","url":"https://www.academia.edu/Documents/in/Asynchronous_E-Learning?f_ri=6390","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="859688" rel="nofollow" href="https://www.academia.edu/Documents/in/College_algebra">College algebra</a><script data-card-contents-for-ri="859688" type="text/json">{"id":859688,"name":"College algebra","url":"https://www.academia.edu/Documents/in/College_algebra?f_ri=6390","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=15274773]'), work: {"id":15274773,"title":"Self-Efficacy for Learning Mathematics Asynchronously: Instrument Refinement and the Relationship to Mathematics Achievement","created_at":"2015-08-29T19:33:31.596-07:00","url":"https://www.academia.edu/15274773/Self_Efficacy_for_Learning_Mathematics_Asynchronously_Instrument_Refinement_and_the_Relationship_to_Mathematics_Achievement?f_ri=6390","dom_id":"work_15274773","summary":"The purpose of this paper is to report the results of a two-part\nstudy. Study 1 was conducted to refine and validate a survey\ninstrument, SELMA (Hodges, 2008), used to measure learners’\nself-efficacy toward learning mathematics in online or\ntechnology-intensive, asynchronous learning environments.\nStudy 2 was conducted to investigate the relationships between self-efficacy to learn mathematics asynchronously, using the revised instrument from Study 1, and achievement in College Algebra. A statistically significant relationship was\nobserved. The findings are discussed in the context of designing online mathematics courses similar to the one highlighted for these studies. Limitations and directions for future research are discussed.","downloadable_attachments":[{"id":38610987,"asset_id":15274773,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1073251,"first_name":"Charles","last_name":"Hodges","domain_name":"georgiasouthern","page_name":"CharlesHodges","display_name":"Charles Hodges","profile_url":"https://georgiasouthern.academia.edu/CharlesHodges?f_ri=6390","photo":"https://0.academia-photos.com/1073251/10059253/13257385/s65_charles.hodges.jpg"}],"research_interests":[{"id":300,"name":"Mathematics","url":"https://www.academia.edu/Documents/in/Mathematics?f_ri=6390","nofollow":true},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=6390","nofollow":true},{"id":234177,"name":"Asynchronous E-Learning","url":"https://www.academia.edu/Documents/in/Asynchronous_E-Learning?f_ri=6390","nofollow":true},{"id":859688,"name":"College algebra","url":"https://www.academia.edu/Documents/in/College_algebra?f_ri=6390","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div></div><div class="u-taCenter Pagination"><ul class="pagination"><li class="next_page"><a href="/Documents/in/Self-Efficacy?after=50%2C15274773" rel="next">Next</a></li><li class="last next"><a href="/Documents/in/Self-Efficacy?page=last">Last »</a></li></ul></div></div><div class="hidden-xs hidden-sm"><div class="u-pl6x"><div style="width: 300px;"><div class="panel panel-flat u-mt7x"><div class="panel-heading u-p5x"><div class="u-tcGrayDark u-taCenter u-fw700 u-textUppercase">Related Topics</div></div><ul class="list-group"><li class="list-group-item media_v2 u-mt0x u-p3x"><div class="media-body"><div class="u-tcGrayDarker u-fw700"><a class="u-tcGrayDarker" rel="nofollow" href="https://www.academia.edu/Documents/in/Self-regulated_Learning">Self-regulated Learning</a></div></div><div class="media-right media-middle"><a class="u-tcGreen 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