Longitudinal anxiety in couples during a global pandemic: Considering loss, attachment behaviors, and trauma coping self‐efficacy

In recent years, the use of information and communication technology (ICT) has meant that learning is no longer limited to the school. In order to achieve Sustainable Development Goal (SDG) goal 4, that is, to ensure quality education for all, to make educational resources and online learning are indispensable, and to access these resources anytime, anywhere through the Internet. In addition, the global pandemic of COVID-19 has made online education more necessary than ever before. Where and how ICT is used may have an impact on the components of motivation, such as self-efficacy and persistence. In this study, we quantified the impact of ICT utilization on the two components of self-efficacy and persistence. The effects of ICT use on both components were analyzed from the data taken from the 2018 Program for International Student Assessment (PISA) administered to 15-year old students. The results revealed that students who frequently utilized ICT for the purpose of out-of-school learning, particularly for activities related to school projects, exhibited significantly higher levels of self-efficacy and persistence. The frequency of ICT usage for in-school learning revealed no effect on any of the two above components. In addition, utilization of ICT for recreational purposes outside of school showed significantly lower values in the area of persistence. These results indicate that it is important to set tasks that provide a continuum of ICT use, both in and out of school, in order to motivate learners. This has important implications for the design of learning in online education. Furthermore, it suggests that teachers should design exploratory type lessons that focus on strengthening students’ desire to learn outside of class.

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Effectiveness of the Fun for Wellness Web-Based Behavioral Intervention to Promote Physical Activity in Adults With Obesity (or Overweight): Randomized Controlled Trial

JMIR Formative Research ◽

10.2196/15919 ◽

2020 ◽

Vol 4 (2) ◽

pp. e15919 ◽

Cited By ~ 2

Author(s):

Nicholas D Myers ◽

Adam McMahon ◽

Isaac Prilleltensky ◽

Seungmin Lee ◽

Samantha Dietz ◽

...

Keyword(s):

Physical Activity ◽

Direct Effect ◽

Behavioral Intervention ◽

Self Efficacy ◽

Controlled Trial ◽

The United States ◽

Web Based ◽

Randomized Controlled ◽

Global Pandemic ◽

Insufficient Physical Activity

Background Insufficient physical activity in the adult population is a global pandemic. Fun for Wellness (FFW) is a self-efficacy theory- and Web-based behavioral intervention developed to promote growth in well-being and physical activity by providing capability-enhancing opportunities to participants. Objective This study aimed to evaluate the effectiveness of FFW to increase physical activity in adults with obesity in the United States in a relatively uncontrolled setting. Methods This was a large-scale, prospective, double-blind, parallel-group randomized controlled trial. Participants were recruited through an online panel recruitment company. Adults with overweight were also eligible to participate, consistent with many physical activity–promoting interventions for adults with obesity. Also consistent with much of the relevant literature the intended population as simply adults with obesity. Eligible participants were randomly assigned to the intervention (ie, FFW) or the usual care (ie, UC) group via software code that was written to accomplish equal allocations to the FFW and UC groups. Data collection was Web based, fully automated, and occurred at three time points: baseline, 30 days after baseline (T2), and 60 days after baseline (T3). Participants (N=461) who were assigned to the FFW group (nFFW=219) were provided with 30 days of 24-hour access to the Web-based intervention. A path model was fit to the data consistent with the FFW conceptual model for the promotion of physical activity. Results There was evidence for a positive direct effect of FFW on transport-related physical activity self-efficacy (beta=.22, P=.02; d=0.23), domestic-related physical activity self-efficacy (beta=.22, P=.03; d=0.22), and self-efficacy to regulate physical activity (beta=.16, P=.01; d=0.25) at T2. Furthermore, there was evidence for a positive indirect effect of FFW on physical activity at T3 through self-efficacy to regulate physical activity at T2 (beta=.42, 95% CI 0.06 to 1.14). Finally, there was evidence for a null direct effect of FFW on physical activity (beta=1.04, P=.47; d=0.07) at T3. Conclusions This study provides some initial evidence for both the effectiveness (eg, a positive indirect effect of FFW on physical activity through self-efficacy to regulate physical activity) and the ineffectiveness (eg, a null direct effect of FFW on physical activity) of the FFW Web-based behavioral intervention to increase physical activity in adults with obesity in the United States. More broadly, FFW is a scalable Web-based behavioral intervention that may effectively, although indirectly, promote physical activity in adults with obesity and therefore may be useful in responding to the global pandemic of insufficient physical activity in this at-risk population. Self-efficacy to regulate physical activity appears to be a mechanism by which FFW may indirectly promote physical activity in adults with obesity. Trial Registration ClinicalTrials.gov, identifier: NCT03194854; https://clinicaltrials.gov/ct2/show/NCT03194854.

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Effective Learning Support Towards Sustainable Student Learning and Well-Being Influenced by Global Pandemic of COVID-19: A Comparison Between Mainland China and Taiwanese Students

Frontiers in Psychology ◽

10.3389/fpsyg.2021.561289 ◽

2021 ◽

Vol 12 ◽

Author(s):

Ping Xu ◽

Michael Yao-Ping Peng ◽

Muhammad Khalid Anser

Keyword(s):

Social Capital ◽

Self Efficacy ◽

Mainland China ◽

Well Being ◽

Learning Support ◽

Subjective Well Being ◽

Support Mechanism ◽

Global Pandemic ◽

Positive Correlations ◽

Novel Coronavirus

The novel coronavirus disease that emerged at the end of 2019 began threatening the health and lives of millions of people after a few weeks. However, social and educational problems derived from COVID-19 have changed the development of individuals and the whole country. This study examined the learning method of Taiwanese versus mainland China college students, and evaluated the relationship between learning support mechanism and subjective well-being from a social cognition theory perspective. In this study, a total of 646 Taiwanese questionnaires and 537 mainland China questionnaires were collected to compare the two sample groups in development of students’ subjective well-being. The results showed that social capital and learning support had significant positive correlations with self-efficacy, student employability and well-being and self-efficacy and student employability had significant positive correlations with well-being in Taiwanese sample. In mainland China sample, except paths among social capital, learning support, student employability and well-being, all paths were significant and positive related. Finally, based on the conclusions this study proposed some suggestions specific to theoretical mode for future study.

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RELATIONSHIP BETWEEN ACADEMIC SELF-EFFICACY AND COGNITIVE LOAD FOR STUDENTS IN DISTANCE LEARNING

Education. Innovation. Diversity. ◽

10.17770/eid2021.1.5426 ◽

2021 ◽

Vol 1 (2) ◽

pp. 31-40

Author(s):

Inguna Griskevica ◽

Martins Iltners

Keyword(s):

Distance Learning ◽

Cognitive Load ◽

Self Efficacy ◽

Global Pandemic ◽

Quasi Experimental ◽

Task Assessment ◽

The Difference ◽

The Relationship ◽

Academic Self Efficacy ◽

Directed Distance

The COVID-19 global pandemic has forced the education process worldwide to change its form to distance learning. This empirical study contributes to recently limited knowledge about the remote learning process. The study aimed to determine how academic self-efficacy is related to subjective cognitive load to predict achievement results in different forms of distance learning. The research method used was a quasi-experimental pilot study. The research questions were: (1) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement results in teacher-directed distance learning? (2) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement in student-directed distance learning? (3) What is the difference between teacher-directed and student self-directed distance learning settings regarding relationships between academic self-efficacy, subjective cognitive load, and achievement results? The measurement of academic self-efficacy and subjective cognitive load in the context of task assessment results were compared in different distance learning settings in two independent groups of 9th graders. The results suggest a significant relationship between subjective cognitive load and achievement results in student self-directed but non-significant between all variables in teacher-directed distance learning settings. In contrast, settings themselves demonstrated no influence on any measured factors.

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The impact of COVID-19 pandemic concerns and gender on mentor seeking behavior and self-efficacy

Equality Diversity and Inclusion An International Journal ◽

10.1108/edi-09-2020-0279 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Chantal van Esch ◽

William Luse ◽

Robert L. Bonner

Keyword(s):

Self Efficacy ◽

Psychosocial Support ◽

Role Modeling ◽

Career Support ◽

Content Type ◽

Global Pandemic ◽

Seeking Behavior ◽

And Gender ◽

The Impact ◽

Practical Implications

PurposeThis study examined the effects of gender and pandemic concerns on mentorship seeking behavior during the pandemic caused by the coronavirus disease (COVID-19) and its relationship to self-efficacy.Design/methodology/approachThis study analyzes the data collected from 253 academics in a quantitative survey administered online.FindingsWomen and those with higher levels of concern about the COVID-19 pandemic were more likely to seek mentorship. During this time of uncertainty role modeling was sought more than career support and psychosocial support. All three functions of mentorship seeking were positively associated with higher levels of self-efficacy.Research limitations/implicationsThe present study finds that individuals turn to mentors when they are concerned about macro-level events (e.g. a global pandemic). Additionally, individuals who self-identify as women sought mentorship to a greater extent than men. In this way, it is not only the situation that matters (like women having fewer resources and more demands than men) but also the perception of a situation (like how concerned individuals were about the COVID-19 pandemic). Additionally, this paper helps to further develop the understanding of the mentorship function of role modeling.Practical implicationsOrganizations and mentors ought to be cognizant of role modeling during times of crisis, especially for women, this may be counterintuitive to the inclination to provide career and psychosocial support for mentees.Originality/valueThis study examines the gendered implications for mentoring during the COVID-19 pandemic. This study specifically examines mentorship seeking behavior and its influence on self-efficacy during uncertain times.

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Self-efficacy is a story: teachers’ possible selves in a pandemic world

Journal for Multicultural Education ◽

10.1108/jme-08-2021-0157 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Madhu Narayanan ◽

Jill Ordynans

Keyword(s):

Self Efficacy ◽

Possible Selves ◽

Case Study Methodology ◽

Content Type ◽

Global Pandemic ◽

Future Selves ◽

Study Methodology ◽

Teacher Self Efficacy ◽

Survey Responses

Purpose A The purpose of this study was to better understand how teachers find agency in challenging circumstances. The authors sought to investigate this by examining the developing self-efficacy beliefs of teachers over time. Design/methodology/approach A longitudinal multi-case study methodology is used to investigate the stories of three new teachers over a two-year period spanning the onset of the pandemic. Narrative and thematic analysis was used to identify themes and trends. This was supplemented by teacher self-efficacy survey responses. Findings Teacher self-efficacy is a story that teachers build as they find what is possible. This story is informed by shifting conceptions of possible future selves as teachers interpret the challenges around them. These mutually reinforcing and fluid narratives shape teachers’ developing identities as they find agency during a changing reality. Originality/value Qualitative and case studies of self-efficacy are rare. Our study explores the context and thinking behind individual teacher beliefs at the time of a global pandemic. We offer a unique look at how teachers make sense of agency and possibilities under conditions of change.

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Entrepreneurial Self-Efficacy Mediates the Impact of the Post-pandemic Entrepreneurship Environment on College Students’ Entrepreneurial Intention

Frontiers in Psychology ◽

10.3389/fpsyg.2021.643184 ◽

2021 ◽

Vol 12 ◽

Author(s):

Jiping Zhang ◽

Jianhao Huang

Keyword(s):

College Students ◽

Self Efficacy ◽

Structural Equation ◽

Structural Equation Models ◽

Entrepreneurial Intention ◽

Entrepreneurial Intentions ◽

Factors Influencing ◽

Global Pandemic ◽

The Impact

The mechanism of how the COVID-19 global pandemic has affected the entrepreneurial intentions of college students remains unknown. To investigate the impact of the entrepreneurial environment on entrepreneurial self-efficacy and entrepreneurial intentions in the post-pandemic era, 913 college students were invited to complete a questionnaire. The data were analyzed with structural equation models. The conclusions revealed by the questionnaire are as followed: college students have retained some entrepreneurial intention in the post-pandemic era; the factors influencing the entrepreneurial intention include sex, family entrepreneurial history, major, and education background; and entrepreneurial self-efficacy can play a major role to mediate the impact caused by the post-pandemic entrepreneurial environment on entrepreneurial intentions. The research conclusions provide important insights to improve college students’ entrepreneurial intentions in the post-pandemic environment.

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Change in School-Based Speech-Language Pathologists' Job Satisfaction During COVID-19 School Closures: Applying the Conservation of Resources Theory

Language Speech and Hearing Services in Schools ◽

10.1044/2021_lshss-21-00079 ◽

2021 ◽

pp. 1-12

Author(s):

Kelly Farquharson ◽

Sherine Tambyraja ◽

Jaumeiko Coleman

Keyword(s):

Job Satisfaction ◽

Self Efficacy ◽

The United States ◽

Conservation Of Resources ◽

Speech Language Pathologists ◽

Delivery Methods ◽

School Closures ◽

Web Based ◽

School Based ◽

Global Pandemic

Purpose: The purpose of this investigation was to explore how school-based speech-language pathologists' (SLPs') job satisfaction changed because of the COVID-19 global pandemic. We situated job satisfaction within the Conservation Resources (COR) theory. Method: We distributed a web-based survey to school-based SLPs throughout the United States. A total of 1,352 SLPs followed the link and 1,069 completed at least 90% of the survey. The survey was composed of four parts: (a) demographic information, (b) obstacles faced during COVID-19 school closures, (c) job satisfaction, and (d) self-efficacy. Self-efficacy was divided into three subscales: decision-making, instructional, and disciplinary. Results: Nearly half (48%, n = 522) of the sample reported a decline in job satisfaction following COVID-19 school closures. Using a binomial logistic regression, we found that time pressures and disciplinary self-efficacy predicted this change in job satisfaction. Individuals who reported higher disciplinary self-efficacy and more pressures on their time were 1.2 times more likely to experience a decline in job satisfaction. Number of obstacles faced, caseload size, years of experience, and the additional two self-efficacy scales were not related to this change. Conclusions: Job satisfaction is considered a malleable resource within the COR theory. Indeed, we observed a change in this resource due to the rapid shift in service delivery methods, paired with variable levels of support and resources from school districts. Our results have implications for how administration may support SLPs in and out of times of acute crises.

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

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-19-00355 ◽

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.

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

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

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.

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