Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.

2014 ◽  
Vol 106 (2) ◽  
pp. 569-583 ◽  
Author(s):  
Theresa Dicke ◽  
Philip D. Parker ◽  
Herbert W. Marsh ◽  
Mareike Kunter ◽  
Annett Schmeck ◽  
...  
Keyword(s):  
Classroom Management ◽  
Emotional Exhaustion ◽  
Mediation Analysis ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Moderated Mediation

Joking about cancer as an avoidance strategy among US adults

2017 ◽  
Vol 34 (3) ◽  
pp. 420-428 ◽  
Author(s):  
Nick Carcioppolo ◽  
Kevin K John ◽  
Jakob D Jensen ◽  
Andy J King
Keyword(s):  
Colorectal Cancer ◽  
Older Adults ◽  
Mediation Analysis ◽  
Self Efficacy ◽  
Moderated Mediation ◽  
Fear Appeals ◽  
Fear Appeal ◽  
Biological Sex ◽  
Avoidance Strategies ◽  
Avoidance Strategy

Summary Findings from years of research on fear appeals suggest that individuals with low efficacy utilize avoidance strategies when they perceive a significant threat—a process called fear control. Some research suggests that joking could be an avoidance strategy. The current study identifies conditions in which people are more likely to joke about colorectal cancer and explores how this behavior may be associated with screening avoidance. Older adults (N = 209) recruited from eight different worksites completed a survey measuring fear appeal constructs and enactment of colorectal cancer-related joking. Results of a moderated mediation analysis suggest that men were more likely to joke about colorectal cancer than women, particularly if they perceived significant threat but had limited self-efficacy, signifying fear control. Results support prior fear appeal research, suggesting that an increase in joking behavior concerning colorectal cancer may be indicative of screening avoidance, and describe belief-based mechanisms that explain differences between biological sex and joking.

Coping with workplace ostracism: the roles of emotional exhaustion and resilience in deviant behavior

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hongyan Jiang ◽  
Xianjin Jiang ◽  
Peizhen Sun ◽  
Xiuping Li
Keyword(s):  
Emotional Exhaustion ◽  
Mediation Analysis ◽  
Deviant Behavior ◽  
Moderated Mediation ◽  
Content Type ◽  
Manufacturing Enterprises ◽  
Mediating Role ◽  
Workplace Ostracism ◽  
The Relationship

PurposeThe purpose of this paper is to explicate the relationship between workplace ostracism and deviant behavior, and further test the mediating role of emotional exhaustion and the moderating role of resilience.Design/methodology/approachA sample of 409 first-line production workers from four manufacturing enterprises in China was collected. A moderated mediation analysis was employed to test the hypotheses and examine the relationships proposed in the research framework.FindingsThe findings indicate that emotional exhaustion could mediate the relationship between workplace ostracism and deviant behavior. Moreover, the results from the moderated mediation analysis suggest that the mediation of emotional exhaustion is moderated by resilience such that with a higher level of resilience, the mediation effect of emotional exhaustion becomes weaker.Research limitations/implicationsThe participants of this study are limited to manufacturing enterprises, and thus our findings may not be equally valid for other types of industries. Meanwhile, this study is a cross-sectional research that could not explain the causal relationship between workplace ostracism and deviant behavior.Practical implicationsThe present research can offer some managerial implications about how to avoid the occurrence of workplace ostracism and deviant behavior for organizations.Originality/valueThis study constructs a moderated mediation model by introducing the potential mediating role of emotional exhaustion and the moderating effect of resilience in order to reveal the mechanism through which workplace ostracism relates to deviant behavior. Our research not only integrates and enriches the ideas of the Stress-Non-Equilibrium-Compensation Approach and the Transactional Model of Stress and Coping Theory but could also inform future management practices for mitigating the negative consequences of workplace ostracism.

Acceptance of Workplace Bullying Behaviors and Job Satisfaction: Moderated Mediation Analysis With Coping Self-Efficacy and Exposure to Bullying

2018 ◽  
Vol 122 (5) ◽  
pp. 1883-1906 ◽  
Author(s):  
Milica Vukelić ◽  
Svetlana Čizmić ◽  
Ivana B. Petrović
Keyword(s):  
Job Satisfaction ◽  
Mediation Analysis ◽  
Self Efficacy ◽  
Workplace Bullying ◽  
Negative Relationship ◽  
Moderated Mediation ◽  
Efficacy Beliefs ◽  
Bullying Behaviors ◽  
The Relationship ◽  
Negative Acts

Previous research explored workplace climate as a factor of workplace bullying and coping with workplace bullying, but these concepts were not closely related to workplace bullying behaviors (WBBs). To examine whether the perceived exposure to bullying mediates the relationship between the climate of accepting WBBs and job satisfaction under the condition of different levels of WBBs coping self-efficacy beliefs, we performed moderated mediation analysis. The Negative Acts Questionnaire – Revised was given to 329 employees from Serbia for assessing perceived exposure to bullying. Leaving the original scale items, the instruction of the original Negative Acts Questionnaire – Revised was modified for assessing (1) the climate of accepting WBBs and (2) WBBs coping self-efficacy beliefs. There was a significant negative relationship between exposure to bullying and job satisfaction. WBB acceptance climate was positively related to exposure to workplace bullying and negatively related to job satisfaction. WBB acceptance climate had an indirect relationship with job satisfaction through bullying exposure, and the relationship between WBB acceptance and exposure to bullying was weaker among those who believed that they were more efficient in coping with workplace bullying. Workplace bullying could be sustained by WBB acceptance climate which threatens the job-related outcomes. WBBs coping self-efficacy beliefs have some buffering effects.

Positive experience, self-efficacy, and action control predict physical activity changes: A moderated mediation analysis

2012 ◽  
Vol 18 (2) ◽  
pp. 395-406 ◽  
Author(s):  
Linda Parschau ◽  
Lena Fleig ◽  
Milena Koring ◽  
Daniela Lange ◽  
Nina Knoll ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mediation Analysis ◽  
Self Efficacy ◽  
Moderated Mediation ◽  
Action Control ◽  
Positive Experience

scholarly journals Mobile Exercise Apps and Increased Leisure Time Exercise Activity: A Moderated Mediation Analysis of the Role of Self-Efficacy and Barriers

2015 ◽  
Vol 17 (8) ◽  
pp. e195 ◽  
Author(s):  
Leib Litman ◽  
Zohn Rosen ◽  
David Spierer ◽  
Sarah Weinberger-Litman ◽  
Akiva Goldschein ◽  
...  
Keyword(s):  
Mediation Analysis ◽  
Self Efficacy ◽  
Leisure Time ◽  
Moderated Mediation ◽  
Exercise Activity

scholarly journals Developing Teacher Candidates' Self-Efficacy Through Reflection and Supervising Teacher Support

in education ◽  
2015 ◽  
Vol 21 (1) ◽  
pp. 78-98
Author(s):  
Glenda L. Black
Keyword(s):  
Classroom Management ◽  
Transformational Learning ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Developmental Stages ◽  
Curriculum Planning ◽  
Teacher Preparation Program ◽  
Transformational Learning Theory ◽  
Thinking Process ◽  
Support Teacher

The purpose of this study was to explore the complex cognitive and affective challenges of teacher candidates in their development toward self-efficacy in their teaching. Twenty-two teacher candidates recorded their challenges and thinking process during the last six weeks of their practicum. Following their placement, they completed a summative reflection, in which they noted changes in themselves and described when or if they felt confident as classroom teachers. Four themes emerge as the challenge or condition for their self-efficacy: effective classroom management, successful curriculum planning and implementation, positive rapport with students, and supervising teacher approval. This research suggests that teacher preparation program educators can support teacher candidates’ self-efficacy by understanding the developmental stages of teachers, supporting critical reflection, and using motivational and descriptive feedback to improve practical skills.Keywords: teacher self-efficacy; reflection; concerns-based stages model; transformational learning theory; and supervising teacher

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