Supplemental Material for Testing the Effectiveness of an SCT-Based Training Program in Enhancing Health Self-Efficacy and Outcome Expectations Among College Peer Educators

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

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Impact of an LGBTQ Cultural Competence Training Program for Providers on Knowledge, Attitudes, Self-Efficacy and Intensions

Journal of Homosexuality ◽

10.1080/00918369.2021.1901505 ◽

2021 ◽

pp. 1-12

Author(s):

Bethany Rhoten ◽

Jack E. Burkhalter ◽

Rej Joo ◽

Imran Mujawar ◽

Daniel Bruner ◽

...

Keyword(s):

Cultural Competence ◽

Training Program ◽

Self Efficacy ◽

Competence Training

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An associational study: preschool teachers’ acceptance and self-efficacy towards Educational Robotics in a pre-service teacher training program

International Journal of Educational Technology in Higher Education ◽

10.1186/s41239-021-00264-z ◽

2021 ◽

Vol 18 (1) ◽

Author(s):

Despoina Schina ◽

Cristina Valls-Bautista ◽

Anna Borrull-Riera ◽

Mireia Usart ◽

Vanessa Esteve-González

Keyword(s):

Teacher Training ◽

Training Program ◽

Self Efficacy ◽

Group Intervention ◽

Preschool Teachers ◽

Ease Of Use ◽

Educational Robotics ◽

Perceived Ease Of Use ◽

Significant Difference ◽

The Impact

Abstract Purpose This study explores pre-service preschool teachers’ acceptance and self-efficacy towards Educational Robotics (ER) during a university course, and also examines their perceptions of the course. Methodology This is a one-group intervention study with an associational research design that includes both quantitative and qualitative research methods: two pre-questionnaires and two post-questionnaires on pre-service teachers’ acceptance and self-efficacy towards ER, and participants’ training journals. Findings The results show that pre-service teachers’ acceptance and self-efficacy towards ER improved after they completed the ER teacher training course. There was a significant difference between the start and the end of the ER training in the pre-service teachers’ acceptance of ER in the areas of perceived ease of use, enjoyment and attitudes, and in their self-efficacy. The findings based on the training journals show that participants positively evaluated the course. The participants also provided suggestions for improving it, such as additional training sessions, resources and time for experimentation. Value Our study reveals the impact of an ER training program and showcases the importance of integrating ER in pre-service teachers’ education.

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Effectiveness of a Problem-Solving Training Program

Psychological Reports ◽

10.2466/pr0.1995.76.2.507 ◽

1995 ◽

Vol 76 (2) ◽

pp. 507-514 ◽

Cited By ~ 7

Author(s):

Johan W. Wege ◽

André T. Möller

Keyword(s):

Problem Solving ◽

Training Program ◽

Undergraduate Students ◽

Internal Control ◽

Self Efficacy ◽

Group Analysis ◽

External Control ◽

Problem Solving Skills ◽

Control Orientation ◽

Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

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The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

The Sport Psychologist ◽

10.1123/tsp.27.2.130 ◽

2013 ◽

Vol 27 (2) ◽

pp. 130-142 ◽

Cited By ~ 5

Author(s):

Gio Valiante ◽

David B. Morris

Keyword(s):

Self Efficacy ◽

Social Cognitive ◽

Cognitive Theory ◽

Outcome Expectations ◽

Efficacy Beliefs ◽

Emotional States ◽

Thought Patterns ◽

Mastery Experiences ◽

Professional Golfers ◽

Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

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