The Importance of Self-Efficacy to Usability: Grounded Theory Analysis of a Child's Toy Assembly Task

2007 ◽  
Vol 51 (14) ◽  
pp. 865-868 ◽  
Author(s):  
Cortney V. Martin
Keyword(s):  
Grounded Theory ◽  
Self Efficacy ◽  
Theory Analysis ◽  
Assembly Task ◽  
Usability Problems ◽  
Efficacy Measures ◽  
User Groups ◽  
Pictorial Instructions ◽  
Assembly Tasks ◽  
Low Ability

Traditional usability measures such as effectiveness, efficiency, and satisfaction may not fully describe usability across domains and user groups. Qualitative Grounded Theory analysis was employed to study children assembling toys from pictorial instructions. The resulting model showed that usability problems can have a striking impact beyond just performance, affecting the user's self-efficacy, particularly among girls who tend to use internal attributions and equate difficulty with low ability. Without sufficient self-efficacy, the child will likely choose not to engage with assembly tasks and may regard him or herself as inadequately skilled in that area. Usability professionals should consider adding self-efficacy measures to provide more complete assessments.

The journey of an integrationist: A grounded theory analysis.

Psychotherapy ◽  
2016 ◽  
Vol 53 (1) ◽  
pp. 78-89 ◽  
Author(s):  
Tomas Rihacek ◽  
Ester Danelova
Keyword(s):  
Grounded Theory ◽  
Theory Analysis

Major Change Choice and Choice Self-Efficacy Measures

2010 ◽  
Author(s):  
Jason J. Dahling ◽  
Mindi N. Thompson
Keyword(s):  
Self Efficacy ◽  
Major Change ◽  
Efficacy Measures

Career Adaptability and Career Decision Self-Efficacy: Meta-Analysis

2021 ◽  
pp. 089484532110124
Author(s):  
Graham B. Stead ◽  
Lindsey M. LaVeck ◽  
Sandra M. Hurtado Rúa
Keyword(s):  
Self Efficacy ◽  
Total Population ◽  
Meta Analysis ◽  
Career Decision ◽  
Decision Making Process ◽  
Career Adaptability ◽  
Efficacy Measures ◽  
Meta Analyses ◽  
Career Research ◽  
The Relationship

The relationship between career adaptability and career decision self-efficacy was examined due to its importance for clients in the career development and career decision-making process. Multivariate meta-analyses using 18 studies with a total population of 6,339 participants were employed. Moderator variables important to this relationship were country of participants, mean age, and career adaptability measures. Estimated correlations between career adaptability subscales and career decision self-efficacy measures ranged from .36 to .44. Findings are discussed in relation to career research and counseling.

scholarly journals Cognitive Interaction Analysis in Human–Robot Collaboration Using an Assembly Task

Electronics ◽  
2021 ◽  
Vol 10 (11) ◽  
pp. 1317
Author(s):  
Alejandro Chacón ◽  
Pere Ponsa ◽  
Cecilio Angulo
Keyword(s):  
Interaction Analysis ◽  
Mental Workload ◽  
Cognitive Task ◽  
Physical Work ◽  
Work Skills ◽  
Dexterous Manipulation ◽  
Assembly Task ◽  
Cognitive Interaction ◽  
Human Operators ◽  
Assembly Tasks

In human–robot collaborative assembly tasks, it is necessary to properly balance skills to maximize productivity. Human operators can contribute with their abilities in dexterous manipulation, reasoning and problem solving, but a bounded workload (cognitive, physical, and timing) should be assigned for the task. Collaborative robots can provide accurate, quick and precise physical work skills, but they have constrained cognitive interaction capacity and low dexterous ability. In this work, an experimental setup is introduced in the form of a laboratory case study in which the task performance of the human–robot team and the mental workload of the humans are analyzed for an assembly task. We demonstrate that an operator working on a main high-demanding cognitive task can also comply with a secondary task (assembly) mainly developed for a robot asking for some cognitive and dexterous human capacities producing a very low impact on the primary task. In this form, skills are well balanced, and the operator is satisfied with the working conditions.

scholarly journals Gender Differences in Uptake, Adherence and Experiences: A Longitudinal, Mixed-Methods Study of a Physical Activity Referral Scheme in Scotland, UK

2021 ◽  
Vol 18 (4) ◽  
pp. 1700
Author(s):  
Coral L. Hanson ◽  
Lis Neubeck ◽  
Richard G. Kyle ◽  
Norrie Brown ◽  
Robyn Gallagher ◽  
...  
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Personal Factors ◽  
Staff Support ◽  
Telephone Interviews ◽  
Efficacy Measures ◽  
Gender Perspectives ◽  
Stratified Analysis

Physical activity referral schemes (PARS) are implemented internationally to increase physical activity (PA), but evidence of effectiveness for population subgroups is equivocal. We examined gender differences for a Scottish PARS. This mixed-methods, concurrent longitudinal study had equal status quantitative and qualitative components. We conducted 348 telephone interviews across three time points (pre-scheme, 12 and 52 weeks). These included validated self-reported PA and exercise self-efficacy measures and open-ended questions about experiences. We recruited 136 participants, of whom 120 completed 12-week and 92 completed 52-week interviews. PARS uptake was 83.8% (114/136), and 12-week adherence for those who started was 43.0% (49/114). Living in less deprived areas was associated with better uptake (p = 0.021) and 12-week adherence (p = 0.020), and with male uptake (p = 0.024) in gender-stratified analysis. Female adherers significantly increased self-reported PA at 12 weeks (p = 0.005) but not 52 weeks. Males significantly increased exercise self-efficacy between baseline and 52 weeks (p = 0.009). Three qualitative themes and eight subthemes developed; gender perspectives, personal factors (health, social circumstances, transport and attendance benefits) and scheme factors (communication, social/staff support, individualisation and age appropriateness). Both genders valued the PARS. To increase uptake, adherence and PA, PARS should ensure timely, personalised communication, individualised, affordable PA and include mechanisms to re-engage those who disengage temporarily.

Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany

2021 ◽  
pp. 147490412110109
Author(s):  
Henrike Terhart
Keyword(s):  
Grounded Theory ◽  
Teacher Training ◽  
Interview Study ◽  
Theory Analysis ◽  
Theoretical Concepts ◽  
Biographical Approach ◽  
Teachers In Transition ◽  
The University

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher’s license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

Striking the balance: A grounded theory analysis of staff perspectives

1996 ◽  
Vol 35 (2) ◽  
pp. 249-264 ◽  
Author(s):  
J. A. Clegg ◽  
P. J. Standen ◽  
G. Jones
Keyword(s):  
Grounded Theory ◽  
Theory Analysis

How people with psychosis positively contribute to their family: a grounded theory analysis

2010 ◽  
Vol 33 (3) ◽  
pp. 353-371 ◽  
Author(s):  
Joanne Coldwell ◽  
Sara Meddings ◽  
Paul M. Camic
Keyword(s):  
Grounded Theory ◽  
Theory Analysis
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