scholarly journals Self-regulation following prostatectomy: Phase-specific self-efficacy beliefs for pelvic-floor exercise

2011 ◽  
Vol 17 (2) ◽  
pp. 273-293 ◽  
Author(s):  
S Burkert ◽  
N Knoll ◽  
U Scholz ◽  
J Roigas ◽  
O Gralla
Keyword(s):  
Pelvic Floor ◽  
Self Efficacy ◽  
Self Regulation ◽  
Efficacy Beliefs ◽  
Pelvic Floor Exercise

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

scholarly journals Spanish Version of the Broome Pelvic Muscle Self-Efficacy Scale: Validity and Reliability

2013 ◽  
Vol 93 (12) ◽  
pp. 1696-1706 ◽  
Author(s):  
Esther M. Medrano Sánchez ◽  
Carmen M. Suárez Serrano ◽  
María De la Casa Almeida ◽  
Esther Díaz Mohedo ◽  
Raquel Chillón Martínez
Keyword(s):  
Factor Analysis ◽  
Urinary Incontinence ◽  
Construct Validity ◽  
Pelvic Floor ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Spanish Version ◽  
Pelvic Floor Exercises ◽  
Cronbach Alpha ◽  
Pelvic Floor Exercise

Background Self-efficacy appears to be an important predictor of functional recovery for women with urinary incontinence, but no specific Spanish-language questionnaires for measuring pelvic-floor exercise self-efficacy exist. Objective The aim of this study was to design a valid and reliable Spanish version of the Broome Pelvic Muscle Self-Efficacy Scale to measure self-efficacy, as perceived by women with urinary incontinence, in performing pelvic-floor exercises. Design This was an observational validation study. Methods Translation-back translation was used to design the survey, and then the survey was validated with a sample of 119 women who were incontinent and had undergone a pelvic-floor exercise training program. The reliability and construct validity of the questionnaire were assessed. Descriptive statistics were used to score the questionnaire. Internal consistency was evaluated with the Cronbach alpha coefficient and the Pearson correlation coefficient. Exploratory factor analysis with both the principal components extraction method and the varimax rotation method was used to assess construct validity. Results The reliability coefficient (Cronbach alpha=.91) and the correlations among items were high. The factor analysis revealed that 6 main factors accounted for 75.8% of the variance. Limitations Conclusions regarding the validity of the questionnaire should be drawn with caution because of the inability to assess criterion-related validity. Conclusions The Spanish version of the Broome questionnaire for self-efficacy appears to be useful as a measuring tool for a psychometrically accurate, clinically relevant estimation of women's self-efficacy in performing pelvic-floor exercises.

Counteracting Depression and Delinquency in Late Adolescence

2010 ◽  
Vol 15 (1) ◽  
pp. 34-48 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Maria Gerbino ◽  
Marinella Paciello ◽  
Laura Di Giunta ◽  
Concetta Pastorelli
Keyword(s):  
Family Violence ◽  
Self Efficacy ◽  
Structural Equation ◽  
Negative Emotions ◽  
Self Regulation ◽  
Efficacy Beliefs ◽  
Equation Modeling ◽  
Social Self ◽  
Contextual Risk ◽  
Exposure To Family Violence

A prospective study was conducted to examine a conceptual model in which affective and interpersonal social self-efficacy beliefs affect depression and delinquency concurrently and at 4 years of distance, controlling for earlier adolescents’ exposure to family violence and adolescents’ self-regulation problems. Three hundred and ninety adolescents aged 11–13 years at Time 1 participated in the study. Data were collected 1, 3, and 7 years later. Self-reported questionnaires were used to measure emotional and interpersonal self-efficacy, depression, and delinquency. Findings of structural equation modeling corroborated the posited paths of relations, showing that in middle adolescence self-efficacy beliefs related to individuals’ perceived capacity to handle negative emotions and to express positive emotions influence depression and delinquency concurrently and longitudinally through interpersonal social self-efficacy, namely individuals’ beliefs in their capability to handle relations with parents, to rebuff peer pressures toward transgressive behavior, and to empathize with others’ feelings. A significant and direct path from self-efficacy to manage negative emotions to concurrent depression was found. The posited covariates (i.e., adolescents’ self-regulation problems at age 12 and exposure to family violence at age 13) predicted both lower self-efficacy beliefs and higher adjustment problems. Findings showed the importance of adolescents’ emotional and interpersonal self-efficacy beliefs in contrasting maladjustment, despite the impairing effect of personal and contextual risk factors. Overall, the study provides suggestions regarding the crucial factors that could decrease adolescents’ risk of detrimental outcomes.

scholarly journals Measurement Invariance and Convergent Validity of Anger and Sadness Self-Regulation Among Youth From Six Cultural Groups

Assessment ◽  
2015 ◽  
Vol 24 (4) ◽  
pp. 484-502 ◽  
Author(s):  
Laura Di Giunta ◽  
Anne-Marie R. Iselin ◽  
Nancy Eisenberg ◽  
Concetta Pastorelli ◽  
Maria Gerbino ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
Measurement Invariance ◽  
Self Efficacy ◽  
Internalizing Symptoms ◽  
Convergent Validity ◽  
Peer Interactions ◽  
Self Regulation ◽  
The United States ◽  
Efficacy Beliefs ◽  
Cultural Groups

The present study examined measurement invariance and convergent validity of a novel vignette-based measure of emotion-specific self-regulation that simultaneously assesses attributional bias, emotion-regulation, and self-efficacy beliefs about emotion regulation. Participants included 541 youth–mother dyads from three countries (Italy, the United States, and Colombia) and six ethnic/cultural groups. Participants were 12.62 years old ( SD = 0.69). In response to vignettes involving ambiguous peer interactions, children reported their hostile/depressive attribution bias, self-efficacy beliefs about anger and sadness regulation, and anger/sadness regulation strategies (i.e., dysregulated expression and rumination). Across the six cultural groups, anger and sadness self-regulation subscales had full metric and partial scalar invariance for a one-factor model, with some exceptions. We found support for both a four- and three-factor oblique model (dysregulated expression and rumination loaded on a second-order factor) for both anger and sadness. Anger subscales were related to externalizing problems, while sadness subscales were related to internalizing symptoms.

scholarly journals High School Students’ Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs

2018 ◽  
Vol 6 (4) ◽  
pp. 125 ◽  
Author(s):  
Deniz Gurcay ◽  
Hatice Ozturk Ferah
Keyword(s):  
Regression Analysis ◽  
Critical Thinking ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Self Efficacy ◽  
Self Regulation ◽  
Ninth Grade ◽  
Efficacy Beliefs ◽  
Stepwise Multiple Regression ◽  
Stepwise Multiple Regression Analysis

The purpose of this study is to examine the relationships between ninth grade students’ metacognitive self-regulation skills and physics self-efficacy beliefs and their critical thinking. To this end, 162 students attending the ninth grade participated in the study. Critical thinking scale, metacognitive self-regulation scale and physics self-efficacy scale were used as data collection tools in the study. Data were analyzed by descriptive statistics, pearson product moment correlation analysis, and stepwise multiple regression analysis. According to descriptive analysis results the students’ critical thinking, metacognitive self-regulation and physics self-efficacy beliefs were high. Moreover, stepwise multiple regression analysis revealed that the students’ metacognitive self-regulation and physics self-efficacy belief scores were significant predictors of their critical thinking scores, explaining 55 % of the variance of critical thinking scores. In addition, it was also determined that the main variable that best explained critical thinking was metacognitive self-regulation, explaining 53 % of variance.

scholarly journals Examining the Relationships between Self-Efficacy, Effort Regulation Strategy Use, and English Vocabulary Skills

2014 ◽  
pp. 357-371 ◽  
Author(s):  
Sakae Onoda
Keyword(s):  
Academic Success ◽  
Self Efficacy ◽  
Self Regulation ◽  
Efficacy Beliefs ◽  
Strategy Use ◽  
Equation Modeling ◽  
Japanese University ◽  
Vocabulary Skills ◽  
Regulation Strategies ◽  
Effort Regulation

This study explores the relationships among self-efficacy beliefs, effort regulation strategies, and English vocabulary development at a university in Japan. The theoretical framework draws on Pintrich and Zusho’s (2002) model of self-regulation, motivation, and academic success and Bandura’s (1986) social cognitive theory. Educational psychology literature indicates that self-efficacy beliefs predict self-regulation strategy use, and that self-efficacy beliefs and self-regulated learning are two of the most important predictors of a learner’s academic success (Bandura, 1986; Pintrich, 2004). Although a large number of studies have been conducted in general education, there has been limited research on this topic in the Japanese university English education context. In order to examine the relationships between learners’ self-efficacy beliefs, effort regulation strategy use, and English vocabulary skills, the present research focused on English majors at a Japanese university. Data were collected using a questionnaire including items that measured self-efficacy and effort regulation strategies, and Nation’s Vocabulary Size Test (2001). The data were analyzed employing structural equation modeling in order to highlight clear relationships among these variables. The results indicated that self-efficacy predicted effort regulation strategies use, which in turned influenced L2 vocabulary skills.

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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