Career Search Self‐Efficacy and STEM Major Persistence

2021 ◽  
Vol 69 (2) ◽  
pp. 158-164
Author(s):  
Autumn L. Cabell
Keyword(s):  
Self Efficacy ◽  
Stem Major

Expanding Women’s Participation in STEM

2016 ◽  
Vol 25 (4) ◽  
pp. 571-584 ◽  
Author(s):  
Nikki A. Falk ◽  
Patrick J. Rottinghaus ◽  
Tracy N. Casanova ◽  
Fred H. Borgen ◽  
Nancy E. Betz
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cultural Barriers ◽  
Women In Stem ◽  
Personality Assessments ◽  
Stem Majors ◽  
Science Technology ◽  
Stem Major ◽  
Women's Participation ◽  
Prior Literature

Despite social cognitive and cultural barriers, women continue to consider and declare science, technology, engineering, and math (STEM) majors. Research suggests that both self-efficacy and interest are necessary to approach a career goal; however, women in STEM report lower interest and confidence compared to their male counterparts. Using integrative career profiles of 448 potential and declared STEM majors, we investigated Realistic, Investigative, Artistic, Social, Enterprising, and Conventional thresholds of self-efficacy and interest among women and men using the career and personality assessments integrative online system. Results indicated gender as a moderator for the Realistic threshold, where women have a lower threshold for approaching and declaring a STEM major compared with men. Women in this sample showed similar levels of Investigative self-efficacy and interests compared with men. This study adds to prior literature investigating people–thing orientations among men and women in STEM. These results may be utilized in broadening female participation in STEM and alleviating underrepresentation.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

An Investigation of Graduate Speech-Language Pathology Students' SLP Clinical Self-Efficacy

2013 ◽  
Vol 40 (Fall) ◽  
pp. 151-159 ◽  
Author(s):  
Rubini Pasupathy ◽  
Renee J. Bogschutz
Keyword(s):  
Self Efficacy ◽  
Speech Language Pathology ◽  
Language Pathology

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Knowledge, Attitude, and Self-Efficacy in Asthma Self-Management and Quality of Life

2010 ◽  
pp. 1-6
Author(s):  
Carol A. Mancuso ◽  
Wendy Sayles ◽  
John P. Allegrante
Keyword(s):  
Quality Of Life ◽  
Self Efficacy ◽  
Self Management

Pulmonale Rehabilitation

2019 ◽  
Vol 76 (6) ◽  
pp. 323-327
Author(s):  
Martin Frey
Keyword(s):  
Körperliche Aktivität ◽  
Self Efficacy ◽  
Self Management

Zusammenfassung. Die pulmonale Rehabilitation ist eine komprehensive Behandlungsform, die bei fortgeschrittenen chronischen Lungenerkrankungen eine Abnahme der Dyspnoe, eine Verbesserung der Anstrengungstoleranz und eine Zunahme der Lebensqualität erreicht. Sie senkt im Weitern die Hospitalisationsfrequenzen und kann vor allem unter Einbezug einer Selbstmanagementschulung nachhaltig die körperliche Aktivität und damit die Prognose der Grunderkrankung verbessern. Die pulmonale Rehabilitation umfasst nach einem präzisen assessment eine individualisierte Trainingstherapie mit Fokus auf Ausdauer, Kraft und Beweglichkeit sowie im Weitern eine krankheitsspezifische Schulung, die nicht nur die «self efficacy» und das «self management» fördert, sondern auch das Ziel hat, den Lebensstil im Sinne einer Steigerung der körperlichen Aktivität zu ändern. Aufgrund der guten Evidenzlage sind akkreditierte Rehabilitationsprogramme eine Pflichtleistung der Kostenträger und können sowohl ambulant als auch stationär durchgeführt werden.

An Adapted Measure of Teacher Self-Efficacy for Preservice Teachers: Exploring its Validity Across two Countries

2014 ◽  
Vol 28 (3) ◽  
pp. 83-92 ◽  
Author(s):  
Franziska Pfitzner-Eden ◽  
Felicitas Thiel ◽  
Jenny Horsley
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Confirmatory Factor Analyses ◽  
3 Dimensional ◽  
Multiple Group ◽  
Three Samples ◽  
Confirmatory Factor ◽  
Teacher Self Efficacy ◽  
Dimensional Assessment ◽  
Metric Measurement

Teacher self-efficacy (TSE) is an important construct in the prediction of positive student and teacher outcomes. However, problems with its measurement have persisted, often through confounding TSE with other constructs. This research introduces an adapted TSE instrument for preservice teachers, which is closely aligned with self-efficacy experts' recommendations for measuring self-efficacy, and based on a widely used measure of TSE. We provide first evidence of construct validity for this instrument. Participants were 851 preservice teachers in three samples from Germany and New Zealand. Results of the multiple-group confirmatory factor analyses showed a uniform 3-factor solution for all samples, metric measurement invariance, and a consistent and moderate correlation between TSE and a measure of general self-efficacy across all samples. Despite limitations to this study, there is some first evidence that this measure allows for a valid 3-dimensional assessment of TSE in preservice teachers.

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