Perceived Self-Efficacy of Teaching for Creativity Among Nurse Faculty in Taiwan

2019 ◽  
Vol 40 (6) ◽  
pp. E19-E21 ◽  
Author(s):  
Hsing-Yuan Liu ◽  
I-Teng Wang ◽  
Hui-Mei Han ◽  
Ding-Hau Huang ◽  
Ding-Yang Hsu
Keyword(s):  
Self Efficacy ◽  
Nurse Faculty ◽  
Teaching For Creativity

Measuring Beliefs about Teaching for Creativity

2020 ◽  
Vol 122 (7) ◽  
pp. 1-22
Author(s):  
Jen Katz-Buonincontro ◽  
Richard W. Hass ◽  
Elaine Perignat
Keyword(s):  
Self Efficacy ◽  
Pedagogical Practices ◽  
Convenience Sample ◽  
Practicing Teachers ◽  
Domain Specific ◽  
Teaching For Creativity ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Separate Factor ◽  
Creative Self

Background/Context Beliefs about teaching for creativity is a newer area of empirical investigation in education. Purpose The purpose of the quantitative study was to measure teachers’ domain-specific beliefs about teaching for creativity, piloted for the first time in this study, and compare these beliefs with domain-general beliefs about creativity. Subjects The study subjects were preservice and practicing teachers enrolled in bachelor's, master's, and doctoral (PhD and EdD) education programs within a private university located in the northeastern United States. Research Design This study surveyed a convenience sample of preservice and practicing teachers’ beliefs about creativity and their beliefs about teaching for creativity to examine their creative self-efficacy, growth and fixed creative mindsets, desirability of creativity for teaching success, and valuing creativity for student learning. Data Collection and Analysis A total of 149 students completed a measure on beliefs about creativity (domain-general) and beliefs about teaching for creativity (domain-specific). Exploratory factor analysis was conducted to examine potential newly aligned items and factors with a change in wording. Results The factor structure of the Fixed Creative Mindset items, Creative Self-Efficacy items and Desirability items was stable when rewording them to represent teacher perspectives. The Growth Creative Mindset items do not show the same stability, but two of the items seem to be related to a single factor, which is evidence that these items are functioning well. The newly worded Value items loaded on a separate factor, with only one cross loading. Educators rated themselves high in most areas, and low in the area of Fixed Creative Mindset. The results indicate that the Beliefs About Teaching for Creativity scales are reliable, with significant correlations among factors. Recommendations We propose research and policy recommendations to further examine the complex relationship between teachers’ beliefs about teaching for creativity and their pedagogical practices, especially in the area of growth and fixed creative mindset.

Career Commitment of Nurse Faculty

2017 ◽  
Vol 31 (4) ◽  
pp. 364-378 ◽  
Author(s):  
Malena Jones
Keyword(s):  
Self Efficacy ◽  
Online Survey ◽  
Career Satisfaction ◽  
Academic Career ◽  
Career Commitment ◽  
The United States ◽  
Valuable Insight ◽  
Nurse Faculty ◽  
Convenience Sample ◽  
Teacher Self Efficacy

Background: A nurse faculty shortage exists, and it is predicted to continue in the United States (American Association of Colleges of Nursing [AACN], 2016). Several factors that have been identified as contributing to this shortage include aging faculty, lack of doctoral-prepared faculty, and the economic cost of pursuing an academic career (AACN, 2016). However, there is a need to explore subtle factors. This study was conducted to examine the interaction of career commitment to education, faculty satisfaction, and teacher efficacy on developing qualified and retaining committed faculty. Purpose: The purpose of this study was to investigate relationships among education, teacher self-efficacy, and career satisfaction of nurse faculty to career commitment. Methods: A cross-sectional design was used to survey a convenience sample of nurse faculty (N = 470). An online survey contained three scales (Career Satisfaction, Teacher Self-Efficacy Beliefs, and Career Commitment) to obtain data. Descriptive data, Pearson’s correlations, and path analysis were used to analyze data. Results: Teacher self-efficacy and career satisfaction predicted career commitment. Education measured by credit hours significantly predicted teacher self-efficacy. The relationship between career satisfaction and career commitment was significant and statistically positive. Model fit indices confirm the career commitment for nurse faculty model fits the data. Implications for Practice: The study highlights the importance of teacher self-efficacy, career satisfaction, and career commitment among nurse faculty. The results provide valuable insight to the factors that may influence attraction or retention of nurse faculty.

Teachers’ Creative Self-Efficacy, Self-Esteem, and Creative Teaching in Estonia: a Framework for Understanding Teachers’ Creativity-Supportive Behaviour

2020 ◽  
Vol 7 (1) ◽  
pp. 183-207
Author(s):  
Stanislav Nemeržitski ◽  
Eda Heinla
Keyword(s):  
Self Efficacy ◽  
Self Esteem ◽  
Personal Beliefs ◽  
Creative Teaching ◽  
Everyday Activities ◽  
Societal Value ◽  
Teaching For Creativity ◽  
Self Reports ◽  
Creative Self ◽  
Beliefs And Attitudes

Abstract Context. Teachers’ creative self-efficacy (CSE), or personal beliefs about one’s own abilities to recognize and produce creative outcomes, is believed to be one of the factors that support creativity in the classroom and is connected to general self-esteem. Objectives and design. In the present paper, two studies were conducted to map Estonian teachers’ CSE and the factors, beliefs and attitudes towards creativity that are related to it, as well as how teachers transfer their CSE into their everyday activities in the classroom. In the first study, Estonian adaptation of Rubenstein et al. (2013) Teaching for Creativity Scales and Rosenberg Self-Esteem Scale (Pullmann & Allik, 2000) were used. The second study was based on a qualitative analysis, using in-service teachers’ self-reports focusing on their teaching practices. Main outcomes. As a result of both studies, a framework for understanding teachers’ CSE is proposed, where self-esteem and perceived societal value of creativity are associated with the manifestation of CSE in the classroom, which in turn transfers into enhancing creativity through teaching for creativity and creative teaching.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Knowledge, Attitude, and Self-Efficacy in Asthma Self-Management and Quality of Life

2010 ◽  
pp. 1-6
Author(s):  
Carol A. Mancuso ◽  
Wendy Sayles ◽  
John P. Allegrante
Keyword(s):  
Quality Of Life ◽  
Self Efficacy ◽  
Self Management
Sign in / Sign up

Export Citation Format

Share Document