Over-time associations among parental self-efficacy, promotive parenting practices, and adolescents’ externalizing behaviors.

Abstract Background Students’ attitudinal beliefs related to how they see themselves in STEM have been a focal point of recent research, given their well-documented links to retention and persistence. These beliefs are most often assessed cross-sectionally, and as such, we lack a thorough understanding of how they may fluctuate over time. Using matched survey responses from undergraduate engineering students (n = 278), we evaluate if, and to what extent, students’ engineering attitudinal beliefs (attainment value, utility value, self-efficacy, interest, and identity) change over a 1-year period. Further, we examine whether there are differences based on gender and student division, and then compare results between cross-sectional and longitudinal analyses to illustrate weaknesses in our current understanding of these constructs. Results Our study revealed inconsistencies between cross-sectional and longitudinal analyses of the same dataset. Cross-sectional analyses indicated a significant difference by student division for engineering utility value and engineering interest, but no significant differences by gender for any variable. However, longitudinal analyses revealed statistically significant decreases in engineering utility value, engineering self-efficacy, and engineering interest for lower division students and significant decreases in engineering attainment value for upper division students over a one-year period. Further, longitudinal analyses revealed a gender gap in engineering self-efficacy for upper division students, where men reported higher means than women. Conclusions Our analyses make several contributions. First, we explore attitudinal differences by student division not previously documented. Second, by comparing across methodologies, we illustrate that different conclusions can be drawn from the same data. Since the literature around these variables is largely cross-sectional, our understanding of students’ engineering attitudes is limited. Our longitudinal analyses show variation in engineering attitudinal beliefs that are obscured when data is only examined cross-sectionally. These analyses revealed an overall downward trend within students for all beliefs that changed significantly—losses which may foreshadow attrition out of engineering. These findings provide an opportunity to introduce targeted interventions to build engineering utility value, engineering self-efficacy, and engineering interest for student groups whose means were lower than average.

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Parental Self-Efficacy to Promote Children’s Healthy Lifestyles: A Pilot and Feasibility Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18094794 ◽

2021 ◽

Vol 18 (9) ◽

pp. 4794

Author(s):

Cayetana Ruiz-Zaldibar ◽

Inmaculada Serrano-Monzó ◽

Olga Lopez-Dicastillo ◽

María Jesús Pumar-Méndez ◽

Andrea Iriarte ◽

...

Keyword(s):

Pilot Study ◽

Parenting Styles ◽

Self Efficacy ◽

Parenting Practices ◽

Healthy Lifestyle ◽

Intervention Group ◽

Positive Parenting ◽

Parenting Programs ◽

Control Group ◽

Healthy Lifestyles

Positive parenting programs are a key strategy to promote the development of parental competence. We designed a pilot study based on parental self-efficacy to promote healthy lifestyles in their children aged between 2 to 5 years old. In this pilot study, we aimed to assess the effects of a parenting program on parental self-efficacy and parenting styles. Twenty-five parents were allocated into intervention (N = 15) and control group (N = 10). Parents from the intervention group received four group sessions (120 mi per session) to develop a positive parenting, parenting styles and parenting skills regarding to children’s diet, exercise, and screen time, and two additional sessions about child development and family games. Parents from the control group received these two latter sessions. Parental self-efficacy, parenting styles, and meal-related parenting practices were measured before and after the intervention and at 3-month follow-up. Acceptability and feasibility of the program was also measured. Quantitative data were analyzed using the repeat measures ANOVA and ANCOVA tests and the effect size calculation. Content analysis was used to analyse open questions. Positive trends were found regarding parental self-efficacy and the use of authoritative parenting style. Parents also reported a great acceptability of the program getting high satisfaction. According to the feasibility barriers and facilitators aspects were identified. The positive trends founded in this study support the development of parenting programs to promote healthy lifestyle in children.

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409 - Trends in Involvement, Perceived Role, Role Overload and Self-efficacy of Family Carers of People with Dementia in Care Homes

International Psychogeriatrics ◽

10.1017/s1041610220002628 ◽

2020 ◽

Vol 32 (S1) ◽

pp. 125-125

Author(s):

Marleen Prins ◽

Bernadette Willemse ◽

Marlous Tuithof ◽

Henriëtte van der Roest ◽

Anne Margriet Pot

Keyword(s):

Self Efficacy ◽

Care Home ◽

Care Homes ◽

Role Overload ◽

Family Carers ◽

Change Over Time ◽

Person Centered Care ◽

People With Dementia ◽

Centered Care ◽

Over Time

IntroductionThe quality of long-term care provided to people with dementia (PwD) in care homes can be improved by implementing person-centered care. Family carers of PwD living in care homes are an important part of person-centered care. However, they often experience high levels of burden, even when a family member with dementia lives in a care home. This study examines trends in the involvement of family carers and their perceived role, role overload and self-efficacy.MethodsData from the Living Arrangements for People with Dementia study, a cross-sectional monitoring study that evaluates developments in care for PwD in care homes in the Netherlands, with four measurement cycles between 2008-2017 was used. Data from the three most current measurement cycles were used, with respectively 144, 47 and 49 participating care homes and 888, 392 and 401 participating family carers. Family involvement was measured by the number of hours per week that family carers visited the PwD and the type of activities they undertook. Perceived caregiving role was measured with the Family Perceptions of Caregiving Role instrument. We used the Self-Perceived Pressure by Informal Care to measure role overload and a 37-item questionnaire was used to measure self-efficacy. We investigated the changes over time (e.g., measurement cycles) of these measures.ResultsThe number of hours that family carers visited the PwD did not change over time. However, there was a trend towards an increase in the variety of activities they undertook. Their perceived caregiving role did not change over time. Self-efficacy of family carers increased over time and they reported more feelings of role overload.ConclusionsDuring the past decade, there has been an increasing trend towards family carers doing more diverse activities with PwD in carer homes. Family carers did feel more competent in their caring role, although their feelings of role overload also increased. Continuing attention is therefore needed for the psychological well-being of family carers after a person with dementia moves to a care home.

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The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

The Sport Psychologist ◽

10.1123/tsp.27.2.130 ◽

2013 ◽

Vol 27 (2) ◽

pp. 130-142 ◽

Cited By ~ 5

Author(s):

Gio Valiante ◽

David B. Morris

Keyword(s):

Self Efficacy ◽

Social Cognitive ◽

Cognitive Theory ◽

Outcome Expectations ◽

Efficacy Beliefs ◽

Emotional States ◽

Thought Patterns ◽

Mastery Experiences ◽

Professional Golfers ◽

Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

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Changes in Middle School Students’ Motivation Toward Physical Education Over One School Year

Journal of Teaching in Physical Education ◽

10.1123/jtpe.28.4.378 ◽

2009 ◽

Vol 28 (4) ◽

pp. 378-399 ◽

Cited By ~ 13

Author(s):

Zan Gao ◽

Amelia M. Lee ◽

Melinda A. Solmon ◽

Tao Zhang

Keyword(s):

Middle School ◽

Physical Education ◽

Middle School Students ◽

Self Efficacy ◽

Educational Practice ◽

Future Research ◽

School Students ◽

Task Values ◽

The Mean ◽

Over Time

This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented.

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Trajectory classes of job performance

Career Development International ◽

10.1108/cdi-03-2015-0032 ◽

2015 ◽

Vol 20 (4) ◽

pp. 424-442 ◽

Cited By ~ 4

Author(s):

Mariella Miraglia ◽

Guido Alessandri ◽

Laura Borgogni

Keyword(s):

Individual Differences ◽

Job Performance ◽

Self Efficacy ◽

High Performance ◽

Organizational Transformation ◽

Growth Mixture Modeling ◽

Content Type ◽

Stable Class ◽

Supervisory Ratings ◽

Over Time

Purpose – Previous literature has recognized the variability of job performance, calling attention to the inter-individual differences in performance change. Building on Murphy’s (1989) theoretical model of performance, the purpose of this paper is to verify the existence of two distinct classes of performance, reflecting stable and increasing trends, and to investigate which personal conditions prompt the inclusion of individuals in one class rather than the other. Design/methodology/approach – Overall job performance was obtained from supervisory ratings for four consecutive years for 410 professionals of a large Italian company going through significant reorganization. Objective data were merged with employees’ organizational tenure and self-efficacy. Growth Mixture Modeling was used. Findings – Two main groups were identified: the first one started at higher levels of performance and showed a stable trajectory over time (stable class); the second group started at lower levels and reported an increasing trajectory (increasing class). Employees’ with stronger efficacy beliefs and lower tenure were more likely to belong to the stable class. Originality/value – Through a powerful longitudinal database, the nature, the structure and the inter-individual differences in job performance over time are clarified. The study extends Murphy’s (1989) model, showing how transition stages in job performance may occur also as a result of organizational transformation. Moreover, it demonstrates the essential role of self-efficacy in maintaining high performance levels over time.

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Primary Science Teachers’ Self-Efficacy and Outcome Expectancy: A Case Study

Australian Journal of Teacher Education ◽

10.14221/ajte.2020v45n9.5 ◽

2020 ◽

Vol 45 (9) ◽

pp. 79-91

Author(s):

Gillian Ward ◽

◽

Helen Dixon ◽

Helen Withy ◽

◽

...

Keyword(s):

Science Teachers ◽

Self Efficacy ◽

Scientific Literacy ◽

Significant Contribution ◽

Experienced Teachers ◽

Outcome Expectancy ◽

Primary Science ◽

Positive Attitudes ◽

Over Time

Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made a significant contribution to their beliefs about their science teaching capability and the value of science. Seemingly, their strong outcome expectancy enabled them to be persistent and resilient, overcoming challenges as they arose. We argue that a strong expectancy outcome is necessary to ensure SE does not weaken over time.

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Parental Self-Efficacy and Parenting through Adversity

Parenting - Studies by an Ecocultural and Transactional Perspective ◽

10.5772/intechopen.91735 ◽

2021 ◽

Author(s):

Christian Scannell

Keyword(s):

Adverse Events ◽

Self Efficacy ◽

Parenting Practices ◽

Well Being ◽

Mediating Role ◽

Sense Of Competence ◽

Parenting Expectations ◽

Potential Factors ◽

Long Term Impact ◽

Societal Expectations

This review examines the relationship between life adversities, parental well-being, parental self-efficacy, and social support as potential factors mediating parent-child relationships and children’s outcomes. Generally, research on adversity has focused on children’s experiences and the long-term impact of adversity on development and health trajectories. More recently, a focus on resilience and growth after adversity has received increasing attention. Existing literature has identified how parents can best support their children through adverse events and suggested parenting programs that emphasize skill-building to parent children who have experienced adversity. Yet often overlooked is the critical impact of adverse events on the parent and how this may interfere with the cultivation of an environment of support and increase stigmatization due to unmet parenting expectations. While parenting occurs in context, it is often judged based upon societal expectations of childrearing practices and optimal outcomes with little understanding of the factors that contribute to parenting behaviors. The experience of adversity has the potential to impact parental sense of competence and parenting practices. However, parental self-efficacy and social supports can play mediating role in the experience of adversity and parenting stress. The integration of these contextual factors allows for the development of expectations that are best suited to meet the needs of vulnerable family systems.

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