The relationship of academic self-efficacy to class participation and exam performance

2011 ◽  
Vol 15 (2) ◽  
pp. 233-249 ◽  
Author(s):  
Charles E. Galyon ◽  
Carolyn A. Blondin ◽  
Jared S. Yaw ◽  
Meagan L. Nalls ◽  
Robert L. Williams
Keyword(s):  
Self Efficacy ◽  
Exam Performance ◽  
Class Participation ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Self Efficacy

Self-sexualization in preadolescent girls: Associations with self-objectification, weight concerns, and parent’s academic expectations

2019 ◽  
Vol 43 (6) ◽  
pp. 515-522 ◽  
Author(s):  
Christine R. Starr ◽  
Eileen L. Zurbriggen
Keyword(s):  
Self Efficacy ◽  
Academic Expectations ◽  
Weight Concerns ◽  
Social Emotional ◽  
Academic Goals ◽  
Parental Reports ◽  
Self Objectification ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Self Efficacy

We investigated the relationship of self-sexualization to self-objectification, weight concerns, self-efficacy, academic outcomes, and career aspirations among preadolescent girls. Participants were 89 six- to nine-year-old girls; parental reports were also obtained. Two thirds of girls showed signs of self-sexualization by choosing a sexualized doll over a nonsexualized doll as who they preferred to look like and/or who they currently look like. Girls who self-sexualized reported higher self-objectification and weight concerns than girls who did not self-sexualize. Self-sexualization was unrelated to social, emotional, and academic self-efficacy and to girls’ career confidence and interest. However, parents of girls who self-sexualized reported their daughters had lower academic performance and enjoyed school less compared to girls who did not self-sexualize. Additionally, parents of girls who self-sexualized had lower academic expectations for their daughters. It is possible that in preadolescence self-sexualization affects girls’ body cognitions and parental expectations without (yet) affecting self-efficacy or academic goals.

The Relationship of Academic Burnout and Academic Stress with Academic Self-Efficacy among Graduate Students

2017 ◽  
Vol 49 (3) ◽  
pp. 65-76 ◽  
Author(s):  
Hamideh Safarzaie ◽  
Naser Nastiezaie ◽  
Hossein Jenaabadi
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Academic Stress ◽  
Academic Burnout ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Self Efficacy

The relationship of Academic Self-Efficacy, Social supports and Career barriers with Career Aspirations

2008 ◽  
Vol 72 (0) ◽  
pp. 3PM034-3PM034
Author(s):  
Jeong Ae Lee ◽  
Woong Yong Choi ◽  
Nam-Jin Kim ◽  
Ja-Young Lee ◽  
Cha Suk Lee
Keyword(s):  
Self Efficacy ◽  
Career Aspirations ◽  
Social Supports ◽  
Career Barriers ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Self Efficacy

The Relationship of Self-Efficacy and Depression to Stuttering

2003 ◽  
Vol 12 (4) ◽  
pp. 425-431 ◽  
Author(s):  
Melissa A. Bray ◽  
Thomas J. Kehle ◽  
Kimberly A. Lawless ◽  
Lea A. Theodore
Keyword(s):  
Discriminant Function ◽  
Self Efficacy ◽  
Verbal Fluency ◽  
Function Analysis ◽  
Significant Variable ◽  
Group Status ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
Better Than

This study investigated the relationship of self-efficacy for verbal fluency, academic self-efficacy, and depression between adolescents who stutter and fluent speakers. Two separate discriminant function analyses were performed. The first analysis used the self-efficacy and depression scores as response variables and fluency classification as the grouping variable. Results indicated that self-efficacy for speech was the sole significant variable and accounted for 61% of the variance in group status. A second simplified discriminant function analysis was performed using speech self-efficacy as the sole predictor of group membership. This single discriminant function correctly classified 81% of the overall sample into their known groups. Further, classification for participants who did not stutter (95.2%) was better than for those who did stutter (67%). Based on this and earlier research, adolescents appear to be capable of using self-efficacy scaling as a measure of confidence for verbal fluency, which may eventually prove to be useful in treatment.

Employee Strengths Use and Thriving at Work

2020 ◽  
Vol 19 (4) ◽  
pp. 197-205
Author(s):  
He Ding ◽  
Xixi Chu
Keyword(s):  
Self Efficacy ◽  
Mediation Model ◽  
Model Data ◽  
Strengths Use ◽  
Moderated Mediation Model ◽  
Indirect Relationship ◽  
Relationship Of ◽  
The Relationship ◽  
Humble Leadership ◽  
Thriving At Work

Abstract. This study aimed to investigate the relationship of employee strengths use with thriving at work by proposing a moderated mediation model. Data were collected at two time points, spaced by a 2-week interval. A total of 260 medical staff completed strengths use, perceived humble leadership, self-efficacy, and thriving scales. The results of path analysis showed that strengths use is positively related to thriving, and self-efficacy mediates the relationship of strengths use with thriving. In addition, this study also found perceived humble leadership to positively moderate the direct relationship of strengths use with self-efficacy and the indirect relationship of strengths use with thriving via self-efficacy. This study contributes to a better understanding of how and when strengths use affects thriving.

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