Effect of Infant Care Training on Maternal Bonding, Motherhood Self-Efficacy, and Self-Confidence in Mothers of Preterm Newborns

2021 ◽  
Author(s):  
Türkan Kadiroğlu ◽  
Fatma Güdücü Tüfekci
Keyword(s):  
Self Efficacy ◽  
Infant Care ◽  
Maternal Bonding ◽  
Self Confidence ◽  
Care Training ◽  
Preterm Newborns

Insight into strategies adopted by the residents who passed exit fellowship examination in first few attempts

2020 ◽  
Vol 14 (1) ◽  
pp. 10-15
Author(s):  
Humera Zafar Ali Khan ◽  
Amina Ahmad ◽  
Abid Ashar ◽  
Hamid Mahmood
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Structural Description ◽  
Snowball Sampling ◽  
Emotional Wellbeing ◽  
Self Directed Learning ◽  
Self Confidence ◽  
Helpful Factors ◽  
Emotional Burnout

Background: The residents who pass exit fellowship examination in few attempts adopt certain strategies for early success. The lived experiences of residents passing FCPS final examination in few attempts, barriers to success and strategies to overcome those barriers were studied. Participants and methodology: This phenomenological research study was conducted at Services Hospital, Lahore, Pakistan from June 2015 to May 2017. Purposeful snowball sampling was done. Eleven residents who passed their Final FCPS examination in few attempts, in the last 15 years were included in the study. Semi-structured open-ended interview of the residents was audio-recorded and transcribed. Three themes of helpful factors, barriers encountered and suggestions to overcome those barriers to get through the final FCPS examination and the emerging sub-themes were analyzed and textural and structural description were assigned. Results: Three themes were based on the aim of study and their related emerging sub-themes were found. The helpful factors included self-directed learning, peer assisted learning, interactive educational environment, rehearsal and self-determination. Barriers encountered were related to learning difficulties, competing responsibilities and physical and emotional burnout. Lastly, suggestions to overcome the barriers were use of multiple technology based learning strategies, developing self-confidence and self-efficacy together with prioritization of emotional and physical wellbeing. Conclusions: This study found that self-regulation and internal motivation were important strategies for success in the FCPS exit examination. Barriers can be overcome through technology based learning and increased self-efficacy and prioritizing physical and emotional wellbeing.

Effects of a Low-Element Challenge Course on Abstinence Self-Efficacy and Group Cohesion

2011 ◽  
Vol 22 (2) ◽  
pp. 151-158 ◽  
Author(s):  
Jamie M. Clem ◽  
Thomas E. Smith ◽  
Kristin V. Richards
Keyword(s):  
Outcome Measures ◽  
Self Efficacy ◽  
Group Cohesion ◽  
Future Research ◽  
Chemically Dependent ◽  
Challenge Course ◽  
Self Confidence ◽  
Therapeutic Value ◽  
Before And After ◽  
Group Unity

Substance abuse researchers identify self-efficacy and group cohesion as important components in alcohol and other drug-dependency treatment. Objectives: The purpose of this single-group, pretest–posttest study is to explore the therapeutic value of a challenge course intervention on the self-efficacy and group cohesion of nine chemically dependent, adult females. Methods: Data were collected using two validated outcome measures administered before and after the intervention. Focus groups provided insight into the experiences of participants and were examined using manifest and latent theme analysis. Results: Findings indicate statistically significant improvements on both outcome measures with medium to large effect sizes. Several themes were identified including group unity, trust, interpersonal growth, and self-confidence. Conclusions: Suggestions for practice and future research are provided.

A Strengths-Based Cognitive Approach to Enhancing Occupational Performance and Self-Efficacy in Individuals With Schizophrenia

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512520381p1-7512520381p1
Author(s):  
Christine A. Linkie ◽  
Cynthia Evetts
Keyword(s):  
Self Efficacy ◽  
Cognitive Skills ◽  
Single Case ◽  
Occupational Engagement ◽  
Occupational Performance ◽  
Single Case Design ◽  
Human Occupation ◽  
Cognitive Approach ◽  
Self Confidence ◽  
Model Of Human Occupation

Abstract Date Presented 04/19/21 People with schizophrenia have daily living challenges related to impaired cognitive skills and low self-efficacy. This study used the Model of Human Occupation Screening Tool (MOHOST) in a single-case design with multiple baselines (N = 5) to investigate a strengths-based intervention for people with schizophrenia. Visual and statistical analyses yielded a small intervention effect (d = 0.26) and relationships among cognitive variables and MOHOST domains. Participants reported increased self-confidence and occupational engagement. Primary Author and Speaker: Christine A. Linkie Additional Authors and Speakers: Karen Ratcliff, Ickpyo Hong

Effect of Inquiry-Based Biology Laboratory Applications on Scientific Process Skills, Attitude, Self-Efficacy and Self-Confidence

2021 ◽  
pp. 15-29
Author(s):  
Dilek Sultan Acarli ◽  
Sevilay Dervişoğlu
Keyword(s):  
Self Efficacy ◽  
Biology Education ◽  
Group Model ◽  
Process Skills ◽  
Guided Inquiry ◽  
Scientific Process ◽  
Biology Teachers ◽  
Self Confidence ◽  
Inquiry Approach ◽  
Biology Laboratory

This study examined the effects of inquiry-based biology laboratory applications on pre-service biology teachers’ scientific process skills, attitudes, self-efficacy, and self-confidence in the laboratory. In this context, many related tests and scales were applied to first-year students of biology education (N=25). The research adopted the pre-test and post-test control group model. The results showed that laboratory practices based on both the corroborative and the guided inquiry approach increase the scientific process skills of the prospective teachers. Guided inquiry-based laboratory practices have increased the attitudes of pre-service biology teachers toward laboratory lessons. However, self-efficacy and self-confidence of the pre-service teachers taking part in corroborative laboratory practices increased, while guided inquiry methods did not have a significant effect on self-efficacy and self-confidence. The findings of the study highlighted the importance of a guided inquiry approach in the laboratory applications related training of pre-service biology teachers.

scholarly journals Self-efficacy of Art Undergraduates in Mobile-assisted English Learning

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
BI SHANSHAN
Keyword(s):  
College Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Self Efficacy ◽  
English Language ◽  
Survey Method ◽  
English Learning ◽  
Art Students ◽  
Self Confidence ◽  
Teachers And Students

This research adopts the questionnaire survey method and selects 208 freshmen from the Guangxi Arts University as the research objects. The research studies the English self-efficacy and mobile learning situation of art college students and understands students’ views on using mobile devices/platform to assist in their learning of the English language. Results found that all students have mobile phones which allow teachers and students to use them for English learning. Besides, most art college students have a low sense of English self-efficacy, including low self-confidence, low enthusiasm in English learning, and average level of solving English learning difficulties. In addition, more than half of the students agree with the use of mobile devices/platforms to assist in English learning. Only a small number of people oppose it. This finding lays a preliminary foundation for later empirical research on using mobile learning to cultivate the English self-efficacy of art students.

The Reliability of Prayer-based Self-efficacy Scale to Assess Self-confidence of Muslims with Low Back Pain

2011 ◽  
Vol 17 (2) ◽  
pp. 110-120 ◽  
Author(s):  
Saud Al-Obaidi ◽  
James C. Wall ◽  
Madhuri S. Mulekar ◽  
Rebecca Al-Mutairie
Keyword(s):  
Low Back Pain ◽  
Back Pain ◽  
Self Efficacy ◽  
Low Back ◽  
Self Confidence

Ego-Strength, Hardiness, Self-Esteem, Self-Efficacy, Optimism, and Maladjustment: Health-Related Personality Constructs and the “Big Five” Model of Personality

Assessment ◽  
1996 ◽  
Vol 3 (2) ◽  
pp. 115-131 ◽  
Author(s):  
Larry C. Bernard ◽  
Steven Hutchison ◽  
Alexander Lavin ◽  
Pamela Pennington
Keyword(s):  
Health Status ◽  
Social Desirability ◽  
Big Five ◽  
Self Efficacy ◽  
Factor Model ◽  
Self Esteem ◽  
Ego Strength ◽  
Self Confidence ◽  
Big Five Model ◽  
And Coping

Six personality measures used in health psychology; the NEO Five-Factor Inventory (NEO-FFI) criterion measures of stress, self-reported health status, and coping; and a measure of social desirability were administered to samples of college students and adult community volunteers ( N = 589) in a series of four confirmatory and exploratory factor analytic studies. The hypothesis that the six independently developed personality measures of ego-strength, hardiness, self-esteem, self-efficacy, optimism, and maladjustment would share common variance and that a hierarchical factor model with a single, higher-order Health Proneness factor loading two lower-order factors—Self-Confidence and Adjustment—would account for the covariance in these measures was tested against single and three-factor models and confirmed. The factor model was examined with respect to general personality as represented in the “Big Five” Model. Adjustment was related negatively to NEO-FFI Neuroticism and positively to NEO-FFI Conscientiousness and Agreeableness, whereas Self-Confidence was related to NEO-FFI Extraversion. None of these relationships is extensive, nor does any one account for more than 40% of the variance. Evidence of the validity of Self-Confidence and Adjustment was found in their moderate relationships to measures of stress, health status, and coping, and in their weak relationships to social desirability and negative affectivity.

scholarly journals Investigating Preschool Teachers’ Self-Efficacy in Inclusion Practices in Turkey

2018 ◽  
Vol 11 (9) ◽  
pp. 79
Author(s):  
Osman Ozokcu
Keyword(s):  
Self Efficacy ◽  
Preschool Teachers ◽  
Survey Study ◽  
Educational Institutions ◽  
Validity And Reliability ◽  
Inclusive Practice ◽  
Self Confidence ◽  
Special Education Training ◽  
Laws And Policies ◽  
Descriptive Survey

This study investigated preschool teachers’ self-efficacy levels in inclusion practices in terms of teacher-related demographic variables. The study was designed as a descriptive survey study using quantitative data collection tools. The participants were 318 teachers who are working in preschool educational institutions in the province of Malatya, Turkey. The Teacher Efficacy for Inclusive Practice (TEIP) Scale, which was developed by Sharma, Loreman, and Forlin (2012) and whose validity and reliability studies were carried out by Bayar (2015), was used to determine preschool teachers’ self-efficacy in inclusive practices. The study found that the preschool teachers scored 4.91 out of six points on the TEIP scale, which measures self-efficacy in inclusion practices. The preschool teachers’ age, gender, educational level, and level of interaction with individuals with special needs were not found to affect their scores on the scale significantly; however, their levels of special education training, knowledge of local laws and policies, self-confidence in working with disabled individuals, and experience in working with disabled students were found to affect their scores significantly. The findings of this study were discussed with possible implications for teachers in Turkey.

Multicultural Education Professional Development: A Review of the Literature

2019 ◽  
Vol 89 (3) ◽  
pp. 416-458 ◽  
Author(s):  
Hillary Parkhouse ◽  
Chu Yi Lu ◽  
Virginia R. Massaro
Keyword(s):  
Professional Development ◽  
Multicultural Education ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Culturally Diverse ◽  
Future Research ◽  
Preparation Programs ◽  
Marginalized Communities ◽  
Diverse Classrooms ◽  
Self Confidence

When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.

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