The Development of a Self-Efficacy for Self-Assessment Scale in Argumentative Writing (SEESA-AW)

2019 ◽  
Author(s):  
Divya Varier ◽  
Anastasia Kitsantas ◽  
Xiaorong Zhang ◽  
Maryam Saroughi
Keyword(s):  
Self Efficacy ◽  
Assessment Scale ◽  
Argumentative Writing ◽  
Self Assessment

Recovery Self Assessment – Übersetzung und kulturelle Anpassung eines recovery-orientierten Einschätzungsinstrumentes

Pflege ◽  
2015 ◽  
Vol 28 (4) ◽  
pp. 233-243 ◽  
Author(s):  
Gianfranco Zuaboni ◽  
Luciana Degano Kieser ◽  
Bernd Kozel ◽  
Katharina Glavanovits ◽  
Jörg Utschakowski ◽  
...  
Keyword(s):  
European Social Survey ◽  
Assessment Scale ◽  
Self Assessment ◽  
Social Survey

Zusammenfassung. Hintergrund: Der Recovery-Ansatz gewinnt in der psychiatrischen Forschung und Praxis zunehmend an Bedeutung. Im englischen Sprachraum ist die praktische Etablierung und wissenschaftliche Auseinandersetzung fortgeschritten. Um die Implementierung des Ansatzes zu unterstützen, sind Einschätzungsinstrumente notwendig. Ein verbreitetes und anerkanntes Instrument ist die Recovery Self Assessment Scale (RSA). Diese besteht aus vier Versionen eines Fragebogens, welche die Perspektiven von Nutzenden, Fachpersonen, Angehörigen und dem Management erfassen. Ziel/Methode: In diesem Artikel werden die Entwicklung des Instrumentes und der Übersetzungsprozess dargestellt. Zwei voneinander unabhängige Arbeitsgruppen verwendeten unterschiedliche Übersetzungsverfahren: Die Arbeitsgruppe aus der Schweiz (AGS) orientierte sich an den ISOR-Prinzipien, die Arbeitsgruppe aus Norddeutschland (AGN) an den Richtlinien des European Social Survey Programme zur Übersetzung von Fragebögen – TRAPD. Die Methoden unterscheiden sich darin, dass die TRAPD Fokusgruppen vorsieht. Die Ergebnisse der Arbeitsgruppen wurden mittels eines Konsensusverfahrens zur RSA-D zusammengeführt. Ergebnisse: Bei der Übersetzung und kulturellen Anpassung der RSA-D wurde die Nähe zum theoretischen Bezugsrahmen der RSA gewahrt und die Übertragbarkeit in den deutschsprachigen Kontext berücksichtigt. Schlussfolgerung: Bevor die RSA-D in der Praxis und Forschung eingesetzt werden kann, sollte in weiterführenden Studien die psychometrische Testung erfolgen.

scholarly journals Longitudinal changes in personal recovery in individuals with psychotic disorders through hospitalisation in a psychiatric ward: preliminary findings

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Norika Mitsunaga-Ohmuro ◽  
Noriyuki Ohmuro
Keyword(s):  
Self Efficacy ◽  
Negative Symptoms ◽  
Psychotic Disorders ◽  
Self Esteem ◽  
Assessment Scale ◽  
Psychiatric Ward ◽  
Personal Recovery ◽  
Recovery Assessment ◽  
General Self Efficacy ◽  
Recovery Assessment Scale

Abstract Background This study aimed to investigate whether personal recovery indices in individuals with psychotic disorders would change through hospitalisation in a psychiatric ward and to identify factors associated with these changes. Methods Participants underwent assessments for personal recovery using the Questionnaire about the Process of Recovery, Recovery Assessment Scale, and Self-Identified Stage of Recovery Part A and B; clinical symptoms using the Positive And Negative Syndrome Scale; self-efficacy using the General Self-Efficacy Scale; and self-esteem using the Rosenberg Self-Esteem Scale at baseline and before hospital discharge. Wilcoxon signed-rank tests were administered for longitudinal comparisons between baseline and follow-up. Spearman’s rank correlation tests were conducted to assess correlations of longitudinal changes in personal recovery with baseline values of personal recovery as well as baseline values or changes in the Positive And Negative Syndrome Scale, General Self-Efficacy Scale, and Rosenberg Self-Esteem Scale. Results Thirty-four individuals with psychotic disorders completed the assessments. The average duration of the current hospitalisation was 81.9 days (SD, 15.3; median, 85.0; range, 51–128 days). No significant changes were observed in personal recovery, self-efficacy, and self-esteem, although clinical symptoms significantly improved. Significant correlations were found between positive changes in the Recovery Assessment Scale and improvements in negative symptoms; between positive changes in the General Self-Efficacy Scale and those in personal recovery assessed with the Questionnaire about the Process of Recovery, Recovery Assessment Scale, and Self-Identified Stage of Recovery part A; and between positive changes in the Rosenberg Self-Esteem Scale and those in the Self-Identified Stage of Recovery part B. Conclusion This study revealed longitudinal relationships between changes in personal recovery and amelioration of negative symptoms or enhancement of self-efficacy and self-esteem through moderate length of hospitalisation in individuals with psychotic disorders. Considering the small sample size in this study, further studies with a larger sample size are needed to confirm the present finding. Trial registration The protocol of this study is registered in the UMIN Clinical Trials Registry (UMIN-CTR; ID: UMIN000035131).

scholarly journals Enhancing Self Efficacy Of Prolanis Group On Self Assesment Of Diabetic Foot Early Detection Based On Health Belief Model Theory And Bandura’s Self Efficacy

2020 ◽  
Vol 9 (2) ◽  
pp. 950-953
Author(s):  
Didik Susetiyanto Atmojo ◽  
Heny Kristanto ◽  
Hengky Irawan
Keyword(s):  
Diabetic Foot ◽  
Self Efficacy ◽  
Health Belief ◽  
Outcome Expectations ◽  
Wilcoxon Test ◽  
P Value ◽  
Self Assessment ◽  
Efficacy Outcome ◽  
Post Test ◽  
Belief Model

Diabetes Mellitus (DM) complications are serious problems for patients and their families. . The purpose of this study was to improve Self Efficacy on the ability to detect the risk of diabetic foot injury.The research design used was pre-experimental research with a one group pre-post test design approach. Respondents of this study were the Clinic Prolanis Group dr. Chreslina Subagyo, Kediri City  Collecting data with clinical questionnaire sheet self-efficacy skills in order to determine the increase in self-efficacy. Based on the Wilcoxon test above, the p value = 0.000, which means that action given caused a changed or increased in a person's self-assessment This study revealed that the potential impact of self-efficacy, outcome expectations considered in the education program for patients. Therefore, the use of self-efficacy theory when designing patient education interventions could enhance diabetes self-care      

scholarly journals Acculturative Stress, Assertiveness, and Self Efficacy among Undergraduate International Nursing Students

2020 ◽  
Vol 2 (2) ◽  
pp. 11
Author(s):  
Mona H. Mostafa ◽  
Sayeda M. Mohamed
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
Acculturative Stress ◽  
Self Efficacy ◽  
Personal Data ◽  
Significant Negative Correlation ◽  
Assessment Scale ◽  
Simple Random Sample ◽  
International Nursing ◽  
High Level

Context: Acculturative stress is an essential challenge of international students in a new culture. This challenge may impact their academic success, psychological wellbeing, and the educational institution's effectiveness in retaining these students. Aim: To examine the relationship between acculturative stress, self-efficacy, and assertiveness among international undergraduate nursing students. Methods: The study was conducted at the Faculty of Nursing, Cairo University. The correlational research design was used on a simple random sample consists of 135 undergraduate international nursing students. Four tools were used for data collection. They were personal data sheet, acculturative stress assessment scale, Rathus assertiveness schedule, and general self-efficacy assessment scale. Results: 47.00% of undergraduate international nursing students had a mild level of acculturative stress, 34.8% of undergraduate international nursing students were somewhat non-assertive, about half of undergraduate international nursing students had a moderate level of self-efficacy. There was a statistically significant positive correlation between self-efficacy and assertiveness. Also, there was a statistically significant negative correlation between acculturative stress and assertiveness. There was no statistically significant correlation between self-efficacy and acculturative stress. Conclusions: Undergraduate international nursing students were inclined towards experiencing acculturative stress, and near half of them exhibit a mild level. More than one-third of them were somewhat assertive, with near half of them had a high level of self-efficacy. The development of educational programs is needed to maximize assertiveness skills, self-efficacy, and reducing acculturative stress among undergraduate international nursing students.

scholarly journals Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

2015 ◽  
Author(s):  
Stephanie Baxa
Keyword(s):  
Self Efficacy ◽  
Fifth Grade ◽  
Future Research ◽  
Writing Conferences ◽  
Teacher Language ◽  
Self Assessment ◽  
Self Assessments ◽  
Teacher Assessments ◽  
The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

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