Factor Structure, Stability, and Predictive Validity of College Students’ Relationship Self-Efficacy Beliefs

2007 ◽  
Vol 40 (2) ◽  
pp. 80-96 ◽  
Author(s):  
Frederick G. Lopez ◽  
Wendy Morúa ◽  
Kenneth G. Rice
Keyword(s):  
College Students ◽  
Factor Structure ◽  
Predictive Validity ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Structure Stability

scholarly journals Effects of induction of positive and negative emotional states on academic self-efficacy beliefs in college students

2016 ◽  
Vol 22 (2) ◽  
pp. 135-141 ◽  
Author(s):  
Leonardo Adrián Medrano ◽  
Ezequiel Flores-Kanter ◽  
Luciana Moretti ◽  
Germán Leandro Pereno
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Emotional States ◽  
Academic Self Efficacy

Academic Delay of Gratification, Self-Efficacy, and Time Management among Academically Unprepared College Students

2009 ◽  
Vol 104 (2) ◽  
pp. 613-623 ◽  
Author(s):  
Héfer Bembenutty
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Time Management ◽  
Self Efficacy ◽  
Delay Of Gratification ◽  
Efficacy Beliefs ◽  
Immersion Program ◽  
Academic Delay ◽  
Academic Delay Of Gratification

This study examined the associations between academic delay of gratification, self-efficacy beliefs, and time management among academically unprepared college students participating in a summer-immersion program. This study also examined whether the relation of self-efficacy with time management is mediated by academic delay of gratification. Analysis indicated that self-efficacy was directly associated with time management, as delay of gratification served to mediate this effect partially. Self-efficacy emerged as the strongest positive predictor of academic achievement.

Effects of Experience Abroad and Language Proficiency on Self-Efficacy Beliefs in Language Learning

2017 ◽  
Vol 120 (4) ◽  
pp. 670-694 ◽  
Author(s):  
Hyang-Il Kim ◽  
Kyung-Ae Cha
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Factor Structure ◽  
Language Proficiency ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Efficacy Beliefs ◽  
New Perspective ◽  
Efficacy Factors ◽  
Do So

Experience abroad has been recognized as one of the best investments for second or foreign language learning. A lot of research has examined its impact on language learning from linguistic as well as non-linguistic perspectives. Nonetheless, literature on the relationships between and among experience abroad, language proficiency, and self-efficacy beliefs in language learning seems to still be cursory and thus the present study chose to focus on these aspects in more detail. To do so, 259 Korean English as a foreign language students answered the Questionnaire of English Self-Efficacy as well as completed a background questionnaire. Statistical analyses identified two underlying factors of self-efficacy beliefs—production and comprehension—that helped analyze the data from a new perspective. Using this two-factor structure of self-efficacy, it was found that the combination of experience abroad and English proficiency were indeed related to these self-efficacy factors. In addition, the results indicate that students may have benefitted most in self-efficacy formation in production and comprehension aspects when they have four to six months of experience abroad.

scholarly journals Mediational Role of Mental Toughness on the Relationship Between Self-Efficacy and Prosocial/Antisocial Behavior in Elite Youth Sport

2021 ◽  
Vol 12 ◽  
Author(s):  
Mpaphi Ramolale ◽  
Leapetswe Malete ◽  
Unhee Ju
Keyword(s):  
Secondary School ◽  
Antisocial Behavior ◽  
Factor Structure ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Mental Toughness ◽  
Antisocial Behaviors ◽  
Youth Athletes ◽  
Measurement Tools ◽  
The Relationship

The modeling and reinforcement of efficacy beliefs and mental toughness in sport continue to generate significant curiosity in the sport psychology research. Investigations into how these behaviors interact and, in the process, affect the development of prosocial and antisocial behaviors among youth athletes are relatively few. This is despite growing evidence of strong associations between self-efficacy beliefs, mental toughness, and various kinds of adaptive and maladaptive behaviors in sport. Therefore, this study sought to examine if mental toughness mediates the relationship between self-efficacy and prosocial/antisocial behaviors in Botswana youth athletes. The study also examined if data from Botswana fit the proposed factor structure of the Sports Mental Toughness Questionnaire, the Self-efficacy Scale, and the Prosocial and Antisocial Behavior in Sport scale. A total of 158 male (n = 81) and female (n = 77) junior secondary school and senior secondary school (middle and high school) athletes aged 14–20 years old enrolled in Centers for Sport Excellence in Botswana participated in the study. Results showed support for the factor structure of the study's measurement tools. The constancy dimension of mental toughness mediated the relationship between self-efficacy and prosocial/antisocial behavior to teammate and opponent. These findings have implications for research and practice aimed at enhancing efficacy beliefs, mental toughness, and positive youth sport experiences. Contextual relevance of this line of research and measurement tools are discussed.

scholarly journals The Development and Validation of a Measure to Assess COVID-19 Stress among College Students for Sustainable Education

2021 ◽  
Vol 13 (17) ◽  
pp. 9828
Author(s):  
V. Vineeth Kumar ◽  
Bhagyasree Chatterjee ◽  
Geetika Tankha
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Predictive Validity ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Second Phase ◽  
Factor Loadings ◽  
Composite Reliability

The impact of the COVID-19 pandemic on students’ personal, academic, and social life has been quite stressful. The threat to life from the virus, social isolation, and the need to shift from face-to-face learning to online mode has been challenging. Thus, the purpose of the present study was to develop and validate a self-administered tool to assess the source of COVID-19 pandemic stress among college students. The data was collected online using google forms in two phases. The data collected from 173 participants from phase one was analyzed using exploratory factor analysis (EFA). The second phase data of 216 participants were analyzed to validate the factor structure using confirmatory factor analysis (CFA). The standardized factor loadings, Composite Reliability (CR), and AVE of factors were assessed to determine the convergent validity of the scale. Similarly, discriminant validity and concurrent predictive validity were assessed through the HTMT ratio of correlations and ROC curves, respectively. A succession of Exploratory Factor Analysis yielded a five-factor solution, explaining 73.83 percent variance with 13 indices. CFA via maximum likelihood with bootstrapping indicated a good fit for the five-factor model (SRMR = 0.037, RMSEA = 0.049, CFI = 0.981). The standardized factor loadings, Composite Reliability (CR), and AVE of factors together suggest acceptable convergent validity. Further, the ROC curve results to assess stress indicated an acceptable AUC, with a magnitude of 0.79, p < 0.01, indicating concurrent predictive validity for the five-factor Student COVID-19 Stress Scale (SCSS). HTMT ratio of correlations <0.85 indicated discriminant validity for the factor structure. The CR > 0.70 for the dimensions indicated acceptable reliability. Thus, the SCSS can be an effective instrument to assess the source of pandemic stress among students so that tailor-made timely interventions can be provided to prevent long-term adverse effects.

A Psychometric Study of the College Self-Efficacy Inventory

2005 ◽  
Vol 7 (3) ◽  
pp. 227-244 ◽  
Author(s):  
Paul A. Gore ◽  
Wade C. Leuwerke ◽  
Sarah E. Turley
Keyword(s):  
Factor Structure ◽  
Predictive Validity ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
College Persistence ◽  
Post Secondary ◽  
Institutional Departure ◽  
The Face ◽  
And Performance

Researchers and educators continue to try to understand and predict premature post-secondary institutional departure. According to social cognitive theory, self-efficacy beliefs are the gateway to understanding why individuals initiate behavior, the effort they expend in engaging in behavior, and their persistence in the face of obstacles. College self-efficacy (belief in one's ability to successfully engage in college-related behaviors) is a construct that may serve to further our understanding of college persistence and performance. The present study was conducted to more fully describe the construct of college self-efficacy as measured by the College Self-Efficacy Inventory (CSEI). specifically, we explored the factor structure and concurrent and predictive validity of scores on the CSEI. Results suggest that college self-efficacy, as measured by the CSEI, is a useful construct that may be of interest to researchers studying academic and career-related outcomes.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

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