Manipulating Self-Efficacy Through Enacted Mastery: More Negative Effects on Motivation

2005 ◽  
Author(s):  
Kristen M. More ◽  
Ryan J. Yoder ◽  
Jeffrey B. Vancouver
Keyword(s):  
Self Efficacy ◽  
Negative Effects

Testing the Theory of Communication and Uncertainty Management in the Context of Digital Transformation with Transformational Leadership as a Moderator

2021 ◽  
pp. 232948842110239
Author(s):  
Masaki Matsunaga
Keyword(s):  
Social Support ◽  
Transformational Leadership ◽  
Job Performance ◽  
Self Efficacy ◽  
Relevant Literature ◽  
Uncertainty Management ◽  
Digital Transformation ◽  
Negative Effects ◽  
Positive Effects ◽  
The Impact

Digital transformation provokes a great deal of uncertainty among employees. To gain insights into how employees manage the uncertainty driven by digital transformation and also how leaders can support them, this study has drawn on the theory of communication and uncertainty management (TCUM), which posits that the impact of uncertainty varies by how individuals appraise it and social support enhances positive appraisal. Based on those tenets, the current study advanced the following hypotheses: (a) uncertainty has direct and indirect negative effects on employees’ appraisal of digital transformation, self-efficacy, and job performance; (b) in contrast, direct supervisors’ transformational leadership has direct and indirect positive effects on appraisal, self-efficacy, and job performance; and also (c) transformational leadership moderates the impact of uncertainty. SEM with 4-wave time-separated data ( N = 873 employee-supervisor dyads in Japan) found support for these hypotheses. The obtained findings are discussed with reference to TCUM, transformational leadership, and other relevant literature.

Interpreting Service: Educating Child Language Brokers through Service-Learning

2016 ◽  
pp. 434-453
Author(s):  
Julia Sandler
Keyword(s):  
Service Learning ◽  
Self Efficacy ◽  
Child Language ◽  
Language Brokering ◽  
Negative Effects ◽  
Heritage Speakers ◽  
Academic Benefits ◽  
Local Schools ◽  
Language Brokers ◽  
Professional Interpreting

How might a service-learning course help child language brokers (Tse, 1996) minimize negative effects and maximize the cognitive and academic benefits of language brokering? This question is answered with data from an ethnographic case study of a high school service-learning course in translation and interpreting. Heritage speakers of Spanish and less commonly taught languages serve as volunteer interpreters at local schools while learning the skills, habits and ethics of professional interpreting in this course. The theoretical lens of self-efficacy (Bandura, 1977; 2006) is used to analyze how this curriculum affects students. This article also contributes to evolving definitions of service-learning for heritage language speakers, arguing that language brokering that students do for their families and communities should be seen as a pre-existing “service” that can be utilized in the prepare-act-reflect cycle of service-learning. Analysis of the data shows that this cycle is key to supporting students in building the confidence and skills to pursue careers in professional interpreting and helping them manage their family interpreting experiences. Students demonstrated increased self-efficacy perceptions in terms of interpreting, academic achievement and general life events, although the role that service-learning played in the latter two outcomes is still unclear.

scholarly journals Analysis of Prenatal Breastfeeding Self-Efficacy and Anxiety Surrounding Giving Birth During COVID-19 Among Pregnant Women in the United States

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 236-236
Author(s):  
Erin McKinley
Keyword(s):  
United States ◽  
Infant Feeding ◽  
Self Efficacy ◽  
The United States ◽  
Negative Effects ◽  
Sample Mean ◽  
Feeding Method ◽  
Funding Sources ◽  
Breastfeeding Intention ◽  
Food And Agriculture

Abstract Objectives To assess the relationship between perceived level of anxiety and concern with giving birth during COVID-19 and level of prenatal breastfeeding self-efficacy among a sample of pregnant persons in the United States. Methods A sample of 849 pregnant persons, representing all 50 states and 5 US territories, were recruited via social media advertisements to take a 78-item web-based survey between May and December of 2020. The survey items assessed prenatal breastfeeding self-efficacy using the valid PREP to BF scale, breastfeeding intention, anxiety with giving birth during COVID-19, concern for the baby being exposed at birth, and confusion with pregnancy recommendations during COVID-19. Results The sample, mean age 28.9 years, had a relatively high mean PREP to BF score (308.52 ± 62.74; range 39–390). Over 95% indicated a plan to incorporate breastmilk into their infant feeding routine either exclusively (68.96%) or in combination (26.5%). Seventy-one % were not confused by safe pregnancy recommendations, while 50.7% were “concerned” or “very concerned” their baby would be exposed to COVID-19 at birth, and 63.3% indicated they were “anxious” or “very anxious” about giving birth during the pandemic. One-way ANOVAs revealed persons with higher perceived anxiety (P = .024), more confusion over recommendations (P < .001), and more concern for their baby's exposure (P = .002) had significantly lower PREP to BF scores than their counterparts. Conclusions A pregnant person's anxiety, confusion over recommendations, and concern for their baby's safety had significant negative effects on prenatal self-efficacy for successful breastfeeding after birth during COVID-19. Prenatal healthcare teams should aim to discuss these aspects and reassure of proven safety protocols with pregnant patients to ease anxiety, confusion, or fear while helping to maintain or improve self-efficacy for the intended infant feeding method. Funding Sources This material is based upon work supported by the National Institute of Food and Agriculture, US Department of Agriculture, Hatch project LAB94426.

scholarly journals Relationship among anxiety, depression, social and self-efficacy in night-shift nurses

2021 ◽  
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Night Shift ◽  
Depression Scale ◽  
Anxiety And Depression ◽  
Emotional Status ◽  
Negative Effects ◽  
Regression Effects ◽  
Lower Social Support ◽  
Anxiety Depression

Night shift disturbs normal circadian rhythm, thus leads to several psychological problems. We aim to investigate the anxiety, depression, social support and self-efficacy of night-shift nurses compared with day-shift nurses and explore the association between emotional status and social support as well as the combined influence of social support and self-efficacy on emotional status. We conducted this quantitative comparative study in a hospital from January 1, 2019 to August 31, 2020, using the Hospital Anxiety and Depression Scale (HADS), Perceived Social Support Scale (PSSS), and General Self-Efficacy Scale (GSES). The HADS-A and HADS-D scores were higher for the night-shift nurses than for the day-shift nurses (7.38 ± 3.228 vs. 5.81 ± 3.180 and 6.79 ± 3.444 vs. 5.43 ± 3.155, respectively, P < 0.01). The family support, friend support, other support and total social support scores were lower for the night-shift nurses than for the day-shift nurses. In both groups, these scores were lower for nurses with suspected anxiety than for those without anxiety (61.16 ± 12.208 vs. 66.35 ± 9.976, P < 0.01) and were lower for nurses with suspected depression than for those without depression (59.91± 11.606 vs. 66.77 ± 10.320, P < 0.01). The item scores, total scores and total mean score for the night-shift nurses were significantly lower than those for the day-shift nurses (P < 0.01). Social support and self-efficacy had noticeable regression effects on nurses’ anxiety and depression, and both variables had significant negative effects on anxiety and depression. This study suggests that night-shift nurses may have higher anxiety and depression than day-shift nurses. Nurses with suspected anxiety and depression nurses may have lower social support than those without anxiety and depression.

scholarly journals Self-Efficacy as an Agentic Protective Factor against Death Anxiety in PTSD and Psychiatric Co-Morbidity

2019 ◽  
Vol 91 (1) ◽  
pp. 165-181
Author(s):  
Mark Hoelterhoff ◽  
Man Cheung Chung
Keyword(s):  
Self Efficacy ◽  
Death Anxiety ◽  
Protective Factor ◽  
Preliminary Finding ◽  
Well Being ◽  
Self Report ◽  
Negative Effects ◽  
Co Morbidity ◽  
Undergraduate University Students ◽  
Life Threatening

AbstractPTSD has profound personal, social and economic impact. Understanding factors that influence strong recovery is a priority for informing the use of limited treatment resources. This study follows up a preliminary finding from Hoelterhoff and Cheung Chung, Psychiatr Q, 88, 635-651, [30] which found that death anxiety is related to PTSD and suggested that self-efficacy may mediate this relationship. Specifically, this study examined self-efficacy as a protective factor in the context of people who have experienced a life-threatening event. 109 undergraduate university students completed self-report questionnaires on, self-efficacy, death anxiety, trauma and well-being as well as a number of demographic factors. Self-efficacy was found that to be significantly and inversely related to death anxiety and psychiatric co-morbidity, but not PTSD. Results were discussed in light of literature regarding death anxiety. It seems that self-efficacy is related to death anxiety and well-being; however, it interacts with these processes independently and not as a mediating factor. More research is needed to understand coping mechanisms that help develop resilience against the negative effects of death anxiety against PTSD and minimize its detrimental impact on mental health.

Effect of Proactive Personality and Decision-Making Self-Efficacy on Career Adaptability Among Chinese Graduates

2014 ◽  
Vol 42 (6) ◽  
pp. 903-912 ◽  
Author(s):  
Chunna Hou ◽  
Lin Wu ◽  
Zhijun Liu
Keyword(s):  
Decision Making ◽  
Self Efficacy ◽  
Career Decision ◽  
Proactive Personality ◽  
Mediating Effect ◽  
Career Adaptability ◽  
Career Decision Making ◽  
Negative Effects ◽  
Mediating Role ◽  
Chinese Graduate Students

We studied the effect of proactive personality and career decision-making self-efficacy on career adaptability under employment pressure among 810 Chinese graduate students. Participants completed the Proactive Personality Scale, the Career Adapt-Abilities Scale–International Form 2.0, the Career Decision-Making Self-Efficacy Scale, and the Employment Pressure Scale. The results showed: (a) proactive personality affected career adaptability, (b) career decision-making self-efficacy played a mediating role in that relationship, (c) employment pressure moderated the mediating effect on the relationship in (a), and (d) students with a highly proactive personality were more inclined to be influenced by the negative effects of employment pressure than were those with a less proactive personality when forming career decision-making self-efficacy.

scholarly journals Differentiating instruction for learners’ mathematics self-efficacy in inclusive classrooms: Can learners with dyscalculia also benefit?

2021 ◽  
Vol 41 (4) ◽  
pp. 1-15
Author(s):  
Charity N. Onyishi ◽  
Maximus M. Sefotho
Keyword(s):  
Mathematics Teachers ◽  
Self Efficacy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Negative Effects ◽  
Post Intervention ◽  
Quasi Experimental ◽  
Group A ◽  
Senior Secondary ◽  
Mathematics Self Efficacy

Poor mathematics self-efficacy (MSE) has been recorded among learners at all levels in Nigeria. The study reported on here sought to establish the efficacy of differentiated instruction (DI) in raising learners’ MSE in inclusive settings. We also explored the differential effects of DI on the MSE of learners with dyscalculia, as well as on high- and low-achieving learners. We adopted a control group quasi-experimental research design involving 1 experimental and 1 control group. A total of 4 mathematics teachers and 158 Senior Secondary II (SSII) learners in 4 regular classes participated in the study. Mathematics teachers participated in a one week DI training workshop to equip them with DI skills for whole-term mathematics instruction. The Students’ Mathematics Self-efficacy Scale (SMSES) was used for data collection at pre- and post-intervention evaluations. Quantitative data were analysed using descriptive statistics and analysis of covariance (ANCOVA). The major findings reveal that using DI led to significant improvements in learners’ MSE. Prior achievement (PA) had a significant influence on MSE; however, DI was effective in reducing the negative effects of poor PA on the self-efficacy of low-achieving learners and learners with dyscalculia. It was concluded that DI offers teachers the impetus to help all learners to improve their self-efficacy in mathematics.

scholarly journals Nieuwe zelfstandigen en onzekerheid over de arbeidsplaats

2011 ◽  
Vol 27 (3) ◽  
Author(s):  
Tinka van Vuuren ◽  
John Klein Hesselink
Keyword(s):  
Sick Leave ◽  
Self Efficacy ◽  
Job Insecurity ◽  
Well Being ◽  
Negative Effects ◽  
Data Set ◽  
Independent Contractors ◽  
Health And Well Being ◽  
Representative Samples ◽  
The Way

Independent contractors and job insecurity Independent contractors and job insecurity In this article we test the hypothesis that independent contractors experience more job insecurity then employees with a permanent labour contract. We also compare causes and consequences of job insecurity between independent contractors and employees. Finally, we test for differences in the way self-efficacy acts as a buffer between job insecurity and its negative effects on work and well-being between these groups. In this article we use the data set of a 2006 study on sick leave benefits. Two national representative samples of independent contractors and employees with a permanent labour contract were selected from this data set. The results of our study indicate that independent contractors experience about the same amount of job insecurity as employees, and that there are only some differences in causes and consequences. Employees with a permanent contract experience more negative effects. Self-efficacy did not buffer the influence job insecurity on health and well-being in both groups.

ICT for Children of Immigrants: Indirect and Total Effects via Self-Efficacy on Math Performance

2017 ◽  
Vol 55 (8) ◽  
pp. 1168-1200 ◽  
Author(s):  
Sunha Kim
Keyword(s):  
Self Efficacy ◽  
Computer Use ◽  
First Generation ◽  
Second Generation ◽  
Path Model ◽  
Foreign Born ◽  
Negative Effects ◽  
Positive Effects ◽  
International Student Assessment ◽  
Generation Immigrant

This study compared the direct, indirect, and total effects of information, communication, and technology (ICT) variables on math achievement for second-generation immigrant, first-generation immigrant, and nonimmigrant students. A path model was used to analyze U.S. nationally representative data from the Program for International Student Assessment to examine the effects of ICT access and computer use for schoolwork practice and for programming, with self-efficacy as a mediator. The results indicate that second-generation students with two foreign-born parents demonstrated significantly lower mathematics performance than nonimmigrant students. However, the first-generation students did not show any difference from nonimmigrant students. ICT access had significantly positive effects for all three groups, while computer use for schoolwork practice showed overall negative effects. Importantly, computer use for programming showed a differential effect across the three groups, with positive indirect and total effects for second-generation students but overall negative effects for the first-generation and nonimmigrant students.

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