Development and psychometric properties of the Self-efficacy for Mindfulness Meditation Practice scale

This study aimed to develop a self-efficacy measure for mindfulness meditation practice (Self-efficacy for Mindfulness Meditation Practice scale). The scale was developed through a process of expert consensus, cognitive interviewing, and evaluation among 199 mindfulness meditation practitioners who completed an online survey. The 9-item Self-efficacy for Mindfulness Meditation Practice scale was unidimensional with three subconstructs of attention, compassion, and emotion. The omega hierarchical coefficient for the total scale was 0.78, and test–retest reliability was intraclass correlation coefficient = 0.85 (95% confidence interval: 0.80, 0.89). This study provides preliminary evidence that Self-Efficacy for Mindfulness Meditation Practice scale is a reliable and valid measure of self-efficacy for mindfulness meditation practice.

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Development of the Self-Efficacy for Tinnitus Management Questionnaire

Journal of the American Academy of Audiology ◽

10.3766/jaaa.22.7.4 ◽

2011 ◽

Vol 22 (07) ◽

pp. 424-440 ◽

Cited By ~ 7

Author(s):

Sherri L. Smith ◽

Marc Fagelson

Keyword(s):

Factor Analysis ◽

Internal Consistency ◽

Self Efficacy ◽

Medical Center ◽

Intraclass Correlation ◽

The Self ◽

Reliable Measure ◽

Good Test ◽

Retest Reliability ◽

Test Retest Reliability

Background: Self-efficacy refers to the beliefs (i.e., confidence) individuals have in their capabilities to perform skills needed to accomplish a specific goal or behavior. Research in the treatment of various health conditions such as chronic pain, balance disorders, and diabetes shows that self-efficacy beliefs play an important role in treatment outcomes and management of the condition. This article focuses on the application of self-efficacy to the management of tinnitus. The first step in formally incorporating self-efficacy in existing treatment regimens or developing a self-efficacy approach for tinnitus treatment is to have a valid and reliable measure available to assess the level of tinnitus self-efficacy. Purpose: The objective of this study was to develop the Self-Efficacy for Tinnitus Management Questionnaire (SETMQ) and to obtain the psychometric properties of the questionnaire in a group of patients with tinnitus. Research Design: Observational study. Study Sample: A total of 199 patients who were enrolled in the Tinnitus Clinic at the James H. Quillen Veterans Affairs Medical Center participated in the current study. Data Collection and Analysis: The SETMQ was mailed to patients enrolled in the Tinnitus Clinic. The participants who completed one copy of the SETMQ were mailed a second copy to complete approximately 2 weeks later. An exploratory factor analysis was conducted to identify the most coherent subscale structure of the SETMQ. The internal consistency and test–retest reliability for each of the subscales and the questionnaire as a whole were assessed. The validity of the SETMQ also was evaluated by investigating the relations between the SETMQ and other clinical measures related to tinnitus. Results: Five components emerged from the factor analysis that explained 75.8% of the variance related to the following areas: (1) routine tinnitus management, (2) emotional response to tinnitus, (3) internal thoughts and interaction with others, (4) tinnitus concepts, and (5) use of assistive devices. Four items failed to load on any factor and were discarded, resulting in 40 items on the final SETMQ. The internal consistency reliability of the overall questionnaire and for each subscale was good (Chronbach's α ranged from .74 to .98). Item-total correlations ranged from .47 to .86, indicating that each item on the SETMQ correlated at a moderate or marked level with the SETMQ aggregate score. Intraclass correlation coefficients were computed to determine the test–retest reliability of the SETMQ total scale and separately for each subscale, which were all above .80, indicating good test–retest reliability. Correlations among the SETMQ subscales and various tinnitus-related measures (e.g., Tinnitus Handicap Inventory, tinnitus loudness rating, tinnitus distress rating, etc.) were significant, albeit indicative of fair to good relations overall (range r = –.18 to –.53). Conclusions: The results of the current study suggest that the SETMQ is a valid and reliable measure that may be an insightful instrument for clinicians and investigators who are interested in assessing tinnitus self-efficacy. Incorporating self-efficacy principles into tinnitus management would provide clinicians with another formalized treatment option. A self-efficacy approach to treating tinnitus may result in better outcomes compared with approaches not focusing on self-efficacy principles.

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Not just words! Effects of a light-touch randomized encouragement intervention on students’ exam grades, self-efficacy, motivation, and test anxiety

PLoS ONE ◽

10.1371/journal.pone.0256960 ◽

2021 ◽

Vol 16 (9) ◽

pp. e0256960

Author(s):

Tamás Keller ◽

Péter Szakál

Keyword(s):

Test Anxiety ◽

Self Efficacy ◽

Large Scale ◽

Online Survey ◽

Secondary Analysis ◽

Average Treatment Effect ◽

The Self ◽

School Life ◽

Primary Analysis ◽

And Control

Motivated by the self-determination theory of psychology, we investigate how simple school practices can forge students’ engagement with the academic aspect of school life. We carried out a large-scale preregistered randomized field experiment with a crossover design, involving all the students of the University of Szeged in Hungary. Our intervention consisted of an automated encouragement message that praised students’ past achievements and signaled trust in their success. The treated students received encouragement messages before their exam via two channels: e-mail and SMS message. The control students did not receive any encouragement. Our primary analysis compared the treated and control students’ end-of-semester exam grades, obtained from the university’s registry. Our secondary analysis explored the difference between the treated and control students’ self-efficacy, motivation, and test anxiety, obtained from an online survey before students’ exams. We did not find an average treatment effect on students’ exam grades. However, in the subsample of those who answered the endline survey, the treated students reported higher self-efficacy than the control students. The treatment affected students’ motivation before their first exam—but not before their second—and did not affect students’ test anxiety. Our results indicate that automated encouragement messages sent shortly before exams do not boost students’ exam grades, but they do increase self-efficacy. These results contribute to understanding the self-efficacy mechanism through which future encouragement campaigns might exert their effect. We conclude that encouraging students and raising their self-efficacy might create a school climate that better engages students with the academic aspect of school life.

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The Impact of Food Allergy Training on a Teacher’s Self-Efficacy when Managing Food Allergic Students

Journal of Student Research ◽

10.47611/jsrhs.v9i1.1138 ◽

2020 ◽

Vol 9 (1) ◽

Author(s):

Paige Cook ◽

Meghan McDonough

Keyword(s):

Food Allergy ◽

Self Efficacy ◽

Online Survey ◽

The Self ◽

Food Allergies ◽

Training Methods ◽

Chi Square ◽

Public And Private ◽

Hands On ◽

The Impact

Food allergy training for teachers remains an important, but commonly overlooked, aspect of education as millions of children have been diagnosed with food allergies. Therefore, it is pertinent teachers receive food allergy training that is most beneficial in growing a teacher's understanding for teachers to be best suited in correctly helping food allergic students. Four food allergy training methods: hands-on in-person (actual handling of epinephrine), non-hands in-person, group video, and individual video, and their effects on the self-efficacy of participants is the focus of this study. Teachers were contacted from within the city of Chicago, both public and private, and from a mixture of food allergy training methods and were administered an online survey which asked questions pertaining to their food allergy knowledge, perception, and self-efficacy. Participants were given statements to which they would respond on a five-point Likert scale, scored using a chi-square test. Ultimately, the hypothesis that teachers who engaged in hands-on in-person would showcase higher levels of self-efficacy, due to higher levels of engagement, was not supported. While several statements proved significant after data analysis, there was not enough significance to prove a meaningful relationship between the self-efficacy and training method.

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Design and Psychometric Analysis of the COVID-19 Prevention, Recognition and Home-Management Self-Efficacy Scale

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17134653 ◽

2020 ◽

Vol 17 (13) ◽

pp. 4653

Author(s):

José Manuel Hernández-Padilla ◽

José Granero-Molina ◽

María Dolores Ruiz-Fernández ◽

Iria Dobarrio-Sanz ◽

María Mar López-Rodríguez ◽

...

Keyword(s):

Content Validity ◽

Self Efficacy ◽

Intraclass Correlation ◽

Cross Sectional Study ◽

Study Data ◽

World Health ◽

Cross Sectional ◽

Home Management ◽

Reliable Assessment ◽

Test Retest Reliability

In order to control the spread of COVID-19, people must adopt preventive behaviours that can affect their day-to-day life. People’s self-efficacy to adopt preventive behaviours to avoid COVID-19 contagion and spread should be studied. The aim of this study was to develop and psychometrically test the COVID-19 prevention, detection, and home-management self-efficacy scale (COVID-19-SES). We conducted an observational cross-sectional study. Six-hundred and seventy-eight people participated in the study. Data were collected between March and May 2020. The COVID-19-SES’ validity (content, criterion, and construct), reliability (internal consistency and test-retest reliability), and legibility were studied. The COVID-19-SES’ reliability was high (Cronbach’s alpha = 0.906; intraclass correlation coefficient = 0.754). The COVID-19-SES showed good content validity (scale’s content validity index = 0.92) and good criterion validity when the participants’ results on the COVID-19-SES were compared to their general self-efficacy (r = 0.38; p < 0.001). Construct validity analysis revealed that the COVID-19-SES’ three-factor structure explained 52.12% of the variance found and it was congruent with the World Health Organisation’s recommendations to prevent COVID-19 contagion and spread. Legibility analysis showed that the COVID-19-SES is easy to read and understand by laypeople. The COVID-19-SES is a psychometrically robust instrument that allows for a valid and reliable assessment of people’s self-efficacy in preventing, detecting symptoms, and home-managing COVID-19.

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Proposition of a Shortened Version of the Self-efficacy Measure for Sleep Apnea (SEMSA-15): Psychometric Validation and Cut-Off Score for CPAP Adherence

Sleep and Vigilance ◽

10.1007/s41782-020-00083-8 ◽

2020 ◽

Vol 4 (1) ◽

pp. 17-21

Author(s):

Lucile Dupuy ◽

Stéphanie Bioulac ◽

Olivier Coste ◽

Kelly Guichard ◽

Pierre-Jean Monteyrol ◽

...

Keyword(s):

Sleep Apnea ◽

Self Efficacy ◽

The Self ◽

Psychometric Validation ◽

Cpap Adherence ◽

Efficacy Measure

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The Self-Efficacy of Certified Athletic Trainers in Assessing and Managing Sport-Related Concussions

Journal of Athletic Training ◽

10.4085/1062-6050-394-17 ◽

2018 ◽

Vol 53 (10) ◽

pp. 983-989 ◽

Cited By ~ 2

Author(s):

Jennifer L. Savage ◽

Tracey Covassin

Keyword(s):

High School ◽

Self Efficacy ◽

Online Survey ◽

Athletic Trainers ◽

School Setting ◽

Cross Sectional Study ◽

The Self ◽

Return To Play ◽

Cross Sectional ◽

Certified Athletic Trainers

Context: Diagnostic and return-to-play assessments of athletes with sport-related concussions (SRCs) have changed dramatically over the past decade. Currently, SRC assessment and management has taken a multifaceted approach, with new SRC measures being developed yearly. However, to date, no researchers have examined certified athletic trainers' (ATs') self-efficacy in assessing and managing a patient with an SRC. Objective: To examine the self-efficacy of ATs in assessing and managing athletes with SRCs, with a secondary purpose of examining job setting (high school and college). Design: Cross-sectional study. Setting: Web-based questionnaire. Patients or Other Participants: A total of 94 ATs (high school setting = 54.3%, n = 51; collegiate setting = 45.7%, n = 43) completed an online survey, for a response rate of 9.2%. Main Outcome Measure(s): The survey contained 3 primary subsections: demographics, self-efficacy in assessing SRCs, and self-efficacy in managing SRCs. Possible self-efficacy ratings for SRC assessment and management in the survey ranged from 0 to 100. Multivariate analyses of variance were performed to identify differences in the self-efficacy of high school and collegiate ATs in assessing and managing athletes with SRCs. Results: The self-efficacy of all 94 participants in their assessment of SRCs was 60.34 ± 14.5 and in their management of SRCs was 55.30 ± 14.1. Collegiate ATs reported higher self-efficacy in the assessment of SRCs using balance (P < .001) and the King-Devick test (P = .04), and their responses approached significance for vestibular-ocular motor screening (P = .05). Additionally, their self-efficacy in the management of SRCs was greater using balance (P < .001) and vestibular-ocular therapy (P = .01) compared with high school ATs. Conclusions: Athletic trainers had moderate self-efficacy regarding their assessment and management of SRCs. Collegiate ATs had higher self-efficacy in newer SRC assessment and management tools than high school ATs.

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Acceptability, internal consistency and test–retest reliability of scales to assess parental and nursery staff’s self-efficacy, motivation and knowledge in relation to pre-school children’s nutrition, oral health and physical activity

Public Health Nutrition ◽

10.1017/s1368980018004111 ◽

2019 ◽

Vol 22 (06) ◽

pp. 967-975 ◽

Cited By ~ 3

Author(s):

Kaiseree Dias ◽

James White ◽

Chris Metcalfe ◽

Ruth Kipping ◽

Angeliki Papadaki ◽

...

Keyword(s):

Physical Activity ◽

Oral Health ◽

Internal Consistency ◽

Self Efficacy ◽

Intraclass Correlation ◽

Online Questionnaire ◽

Retest Reliability ◽

Parent Questionnaire ◽

Children's Nutrition ◽

Test Retest Reliability

AbstractObjectiveTo determine the acceptability, internal consistency and test–retest reliability of self-efficacy, motivation and knowledge scales relating to pre-school children’s nutrition, oral health and physical activity.DesignAn online questionnaire was completed twice with an interval of 7–11d.SettingOnline questionnaires were sent to participants via email from nursery managers. The parent questionnaire was also available on the parenting website www.netmums.com.ParticipantsEighty-two parents and sixty-nine nursery staff from Bristol, UK who had and worked with 2–4-year-olds, respectively.ResultsResponse rates were 86·3 and 86·0 % and missing data 15·9 and 14·5 % for the second administration of the parent and nursery staff questionnaires, respectively. Weighted κ coefficients for individual items mostly fell under the ‘moderate’ agreement category for the parental (75·0 %) and nursery staff (55·8 %) items. All self-efficacy and motivation scales had acceptable levels of internal consistency (Cronbach’s α coefficients>0·7). The intraclass correlation coefficients for the self-efficacy, motivation and knowledge scales ranged between 0·48 and 0·82. Paired t tests found an increase between test and retest knowledge scores for the Nutrition Motivation (t=−2·91, df=81, P=0·00) and Knowledge (t=−3·22, df=81, P=0·00) scales in the parent questionnaire.ConclusionsOur findings demonstrate that the items and scales show good acceptability, internal consistency and test–retest reliability.

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The Differential Impact of Acute Exercise and Mindfulness Meditation on Executive Functioning and Psycho-Emotional Well-Being in Children and Youth With ADHD

Frontiers in Psychology ◽

10.3389/fpsyg.2021.660845 ◽

2021 ◽

Vol 12 ◽

Author(s):

Hannah Bigelow ◽

Marcus D. Gottlieb ◽

Michelle Ogrodnik ◽

Jeffrey D. Graham ◽

Barbara Fenesi

Keyword(s):

Executive Functioning ◽

Self Efficacy ◽

Acute Exercise ◽

Mindfulness Meditation ◽

Memory Task ◽

Well Being ◽

Preliminary Evidence ◽

The Other ◽

Children And Youth ◽

Youth With Adhd

This study investigated how acute exercise and mindfulness meditation impacts executive functioning and psycho-emotional well-being in 16 children and youth with ADHD aged 10–14 (male = 11; White = 80%). Participants completed three interventions: 10 min of exercise, 10 min of mindfulness meditation, and 10 min of reading (control). Before and after each intervention, executive functioning (inhibitory control, working memory, task-switching) and psycho-emotional well-being (mood, self-efficacy) were assessed. Mindfulness meditation increased performance on all executive functioning tasks whereas the other interventions did not (d = 0.55–0.86). Exercise enhanced positive mood and self-efficacy whereas the other interventions did not (d = 0.22–0.35). This work provides preliminary evidence for how acute exercise and mindfulness meditation can support differential aspects of executive and psycho-emotional functioning among children and youth with ADHD.

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Questionnaire for Assessing the Self-Change Potential of a Person

Counseling Psychology and Psychotherapy ◽

10.17759/cpp.2020280403 ◽

2020 ◽

Vol 28 (4) ◽

pp. 35-58

Author(s):

V.R. Manukyan ◽

I.R. Murtazina ◽

N.V. Grishina

Keyword(s):

Construct Validity ◽

Final Stage ◽

Self Efficacy ◽

Self Regulation ◽

The Self ◽

Response Styles ◽

Retest Reliability ◽

Sum Score ◽

Test Retest Reliability ◽

Change Response

The paper presents the development of the Self-Change Potential questionnaire. The validation of the questionnaire was conducted in three steps. Within the first series of studies (N=248) the structure of the questionnaire was defined, the consistency of the resulting scales was checked and certain items were corrected. The construct validity of the modified version of the questionnaire was tested within the second series of studies (N=569). At the final stage (N=36) test-retest reliability was checked. The obtained Cronbach’s α coefficients (0,64—0,8) for all scales of the questionnaire and the sum score demonstrated its satisfactory consistency. All items had significant correlations with the sum score (р<0,0001). To test the construct validity we used the Change Response Styles Questionnaire, the Portrait Value Questionnaire (revised version), the Style of Conscious Self-Regulation of the Behavior Questionnaire, and the Self-Efficacy Scale. Correlations with these measures confirmed the construct validity of the questionnaire. The Self-Change Potential Questionnaire can be used for assessing a person’s ability for self-changes on the various levels of mental organization, which could be consciously initiated and actualized.

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Test–Retest Reliability of the Listening Self-Efficacy Questionnaire

American Journal of Audiology ◽

10.1044/2021_aja-21-00107 ◽

2021 ◽

pp. 1-6

Author(s):

Allison Oliva ◽

Kristal M. Riska ◽

Sherri L. Smith

Keyword(s):

Hearing Aids ◽

Self Efficacy ◽

Intraclass Correlation ◽

Correlation Coefficients ◽

Retest Reliability ◽

Minimum Detectable Change ◽

Intraclass Correlation Coefficients ◽

Scale Scores ◽

Test Retest Reliability ◽

Paper Format

Purpose: The purpose of this study was to determine the test–retest reliability and the minimum detectable change (MDC) scores of the Listening Self-Efficacy Questionnaire (LSEQ). Method: A total of 77 older adults who were experienced hearing aid users were administered the LSEQ in pen–paper format on two separate occasions. They were provided the first copy of the LSEQ in the clinic to take home to complete. Those participants who completed and returned the first copy of the questionnaire were then mailed a second copy of the LSEQ to complete and return approximately 2 weeks later. The mean subscale and total scale scores from the two administrations were compared using intraclass correlation coefficients (ICCs) to determine test–retest reliability of the measure. The MDC scores, or the minimum difference between scores to demonstrate a real change in self-efficacy levels, were also calculated for each subscale and the total scale. Results: The ICCs ranged from 0.786 to 0.920 for the subscale and total scale scores. The MDC scores for the subscale and total scale ranged from 14.3% to 19.1%. Conclusions: The results of this study indicate that the LSEQ has moderate to excellent test–retest reliability. The MDC scores demonstrate that the LSEQ has the potential to detect true changes in listening self-efficacy in older patients with hearing loss who use hearing aids. The LSEQ may aid clinicians in understanding listening self-efficacy in their patients and how their self-efficacy levels change with amplification.

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