Evaluating Quantitative and Qualitative Types of Change

In this research, the authors present theoretical explanations for quantitative and qualitative types of changes to evaluate the malleability of general self-efficacy (GSE) and specific self-efficacy (SSE) measures due to domain-specific training. First, the authors hypothesize that the change in the GSE measure due to sales training is a quantitative mean-difference (alpha) change. Second, they hypothesize that the change in SSE due to sales training is a qualitative (beta or gamma) change. Results of latent variable cross-lagged analysis on sales trainee data ( N = 417) support the authors’ hypothesis that the difference in GSE was quantitative. Findings also provide partial support of the second hypothesis that a change in a SSE measure was qualitative. The qualitative change is attributed to the novelty and complexity of the particular SSE tasks (i.e., direct selling). Additional analysis of rank-order consistency further validates the measures and demonstrates the GSE measure was consistent before and after training whereas the SSE scales were not as consistent. Theoretical and practical implications of the findings are discussed.

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DISPOSITIONAL TRAITS AS PREDICTORS OF SELF-EFFICACY

10.36315/2021pad04 ◽

2020 ◽

pp. 32-44

Author(s):

Elena Lisá ◽

Keyword(s):

Personality Traits ◽

Achievement Motivation ◽

Self Efficacy ◽

Predictive Power ◽

Career Decision ◽

Self Control ◽

Personality Theory ◽

Domain Specific ◽

Specific Career ◽

General Self Efficacy

Introduction: We started from Bandura's theory of self-efficacy, the onion model of achievement motivation according to Schuler & Prochaska, and the 5-factor personality theory by Costa & McCrae. The study aimed to analyze the predictive power of achievement motivation and personality traits on general self-efficacyand domain-specific career decision self-efficacy. We expected the more significant relationship of stable personality characteristics with general self-efficacy than with specific-domain career decision self-efficacy. Methods: 690adult participants (university students and working adults) completed a career decision self-efficacy questionnaire,and 268of them a general self-efficacy scale. All participants also fulfilled an achievement motivation questionnaire and afive-factor personality theory questionnaire. Results: All five personality traits, combined with four dimensions of achievement motivation (dominance, confidence in success, self-control, and competitiveness) explain 61% of general self-efficacy variability. Extraversion, agreeableness, andconscientiousness with six achievement motivation dimensions (dominance, engagement, confidence in success, fearlessness, competitiveness, and goal setting) explain 42.5% of career decision self-efficacy variability. Discussion: Stable traits and achievement motivation dimensions had more significant predictive power on general self-efficacy than on domain-specific career decision self-efficacy. For further research, there is a suggestion about a theoretically and empirically integrated model of dispositional and social-cognitive approaches.

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uberty Health Education and Female Students’ Self-efficacy

Journal of Client-centered Nursing Care ◽

10.32598/jccnc.5.4.93.12 ◽

2019 ◽

Vol 5 (4) ◽

pp. 231-238

Author(s):

Simin Khatirpasha ◽

◽

Marhamat Farahani-Nia ◽

Soghra Nikpour ◽

Hamid Haghani ◽

...

Keyword(s):

Public Schools ◽

Health Education ◽

Self Efficacy ◽

Intervention Group ◽

Female Students ◽

Control Group ◽

Significant Difference ◽

Before And After ◽

Post Test ◽

General Self Efficacy

Background: Adolescence is an essential period in every human’s life. The lack of knowledge on puberty issues may adversely impact an adolescent’s future mental health and self-efficacy. The present study aimed to determine the effect of puberty health education on the general self-efficacy of female students. Methods: This was a quasi-experimental study with a pre-test; post-test and a control group design. This study was conducted on 100 female students of public schools with the onset of menstruation in 2018 in Ghaemshahr City, Iran. To prevent data contamination, the control group was selected from another similar public school. The required data were collected by Sherer General Self-efficacy Questionnaire and analyzed by SPSS using statistics, including mean, standard deviation, Chi-squared test, Fisher’s Exact test, one-way Analysis of Variance (ANOVA), and Paired Samples t-test. Results: The study groups were matched for demographic variables except for the mother’s age (P=0.01) and father’s education (P=0.001). Self-efficacy was not low in any of the groups before and after the training. Mean±SD pre-training self-efficacy scores in the intervention (63.68±9.72) and control (65.3±8.78) groups were not statistically significant (P=0.69). Comparing the students’ self-efficacy mean Pre-test-Post-test scores revealed a significant difference in the intervention group (P=0.017); however, there was no significant change in the control group (P=0.284) in this respect. Comparing between-group mean self-efficacy changes concerning before and after the intervention values suggested no significant difference (P=0.294). Conclusion: Puberty health education was effective in promoting the explored female students’ self-efficacy. Accordingly, it is recommended to include puberty education in female students’ courses. In addition, community health nurses are suggested to include this training in their programs.

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The role of personality in defeat: a revised social rank model

European Journal of Personality ◽

10.1002/per.653 ◽

2008 ◽

Vol 22 (1) ◽

pp. 55-79 ◽

Cited By ~ 17

Author(s):

Edward D. Sturman ◽

Myriam Mongrain

Keyword(s):

Self Efficacy ◽

Latent Variable ◽

Social Rank ◽

Protective Function ◽

Personality Variables ◽

Athletic Competition ◽

Personality Styles ◽

The Social ◽

Before And After

This study sought to test the role of personality within the social rank theory of depression. Specifically, self‐criticism was hypothesised to be a risk factor for mechanisms underlying involuntary subordination, while self‐efficacy was hypothesised to have a protective function. Involuntary subordination has been implicated as an underlying cause of depression and it was therefore important to determine the personality variables and other intrapsychic mechanisms that lead to this condition. The sample consisted of 115 participants (average age of 20.2 years) who were involved in athletic competition. Participants were evaluated at baseline for personality and social rank variables and for mood immediately before and after a competitive match. Two models were tested: the first model showed that self‐criticism and neuroticism predicted a heightened perception of defeat following a loss. Self‐criticism also predicted an inability to accept defeat which was associated with a latent variable interpreted as involuntary subordination. The second model demonstrated that self‐efficacy was associated with a more adaptive response to defeat, being negatively related to the perception of defeat. Both models proved to be viable and suggest that different personality styles confer specific vulnerabilities to involuntary subordination in the context of defeating events. Copyright © 2007 John Wiley & Sons, Ltd.

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The Manipulation and Measurement of Task-specific Memory Self-Efficacy in Younger and Older Adults

International Journal of Behavioral Development ◽

10.1080/016502597384839 ◽

1997 ◽

Vol 21 (2) ◽

pp. 209-227 ◽

Cited By ~ 10

Author(s):

Maria Gardiner ◽

Mary A. Luszcz ◽

Janet Bryan

Keyword(s):

Older Adults ◽

Free Recall ◽

Self Efficacy ◽

Task Difficulty ◽

Memory Performance ◽

Recall Trial ◽

Domain Specific ◽

Specific Memory ◽

Younger Age ◽

Before And After

Task-specific memory self-efficacy (TSMSE) was experimentally manipulated through provision of information about task difficulty, to determine its effect on free recall for 56 older (age 63-86) and 56 younger (age 16-25) adults. The implications of using prediction-based measures of TSMSE were addressed. After completing one recall trial of a list of 20 words, half the participants were told a second list comprised more difficult words; the others were told the second list would be similar to the first they had received. Free recall and TSMSE were measured before and after this manipulation. The manipulation reduced TSMSE for participants expecting a harder list of words, but not differently for younger compared with older adults. Younger and older adults’ recall declined at the second recall trial, but there was no difference between those expecting a harder list and those expecting a similar list. Recall was predicted by domain-specific memory self-efficacy as well as a traditional measure of TSMSE. The study demonstrated the malleability of memory self-efficacy, but called into question assertions about its salience as a mediator of older adults’ poorer memory performance.

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An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

Education and Information Technologies ◽

10.1007/s10639-020-10167-7 ◽

2020 ◽

Vol 25 (5) ◽

pp. 4041-4055 ◽

Cited By ~ 7

Author(s):

Ehsan Namaziandost ◽

Fidel Çakmak

Keyword(s):

Language Learning ◽

Self Efficacy ◽

Classroom Practice ◽

Flipped Classroom ◽

Traditional Group ◽

Before And After ◽

Innovative Learning ◽

The Difference ◽

And Gender ◽

Experimental Group

AbstractEmerging technologies and mobile devices have enabled improved quality of learning outcomes in the field of language learning. With the opportunities provided by innovative, emerging tools, traditional ways of learning have been enhanced. The flipped classroom is one of the innovative learning models that have appeared in language learning in the last decade. The current study was carried out to investigate the difference that the flipped classroom made on students’ self-efficacy and gender. 58 participants with an intermediate proficiency level in English were randomly assigned to one of two conditions: experimental (flipped classroom) and control (traditional) group. The participants employed the Self-Efficacy Survey before and after the intervention of flipped classroom. The results demonstrated a significant increase in self-efficacy scores of the experimental group. When gender was analyzed separately, the females in the experimental group were found to have greater improvements in self-efficacy than their male colleagues in the experimental group when utilizing the flipped classroom practice. In the light of the results, students, especially female students can increase their individual confidence in producing specific or requested performance in language learning while engaged in the flipped classroom.

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Research on General Self-Efficacy and Test Anxiety of Normal University Students

World Journal of Educational Research ◽

10.22158/wjer.v5n2p191 ◽

2018 ◽

Vol 5 (2) ◽

pp. 191 ◽

Cited By ~ 1

Author(s):

Jian Tang ◽

Qingmin Sun

Keyword(s):

College Students ◽

University Students ◽

Test Anxiety ◽

Self Efficacy ◽

Significant Negative Correlation ◽

Significant Difference ◽

Normal University ◽

The Difference ◽

The Relationship ◽

General Self Efficacy

<p><em>The general self-efficacy scale and test anxiety scale are utilized for the questionnaire survey among 188 normal university students. The relationship between their general self-efficacy and test anxiety, the difference of general self-efficacy in gender and major, and difference of test anxiety in gender and major are discussed. The results indicate that there is a significant negative correlation between general self-efficacy and test anxiety of normal college students; there is a significant difference in gender and major for general self-efficacy; there is no significant difference in gender but in major for test anxiety.</em></p>

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Frequency and level of self-efficacy predict the effectiveness of therapist- and self-guided exposure in obsessive compulsive disorder

Behavioural and Cognitive Psychotherapy ◽

10.1017/s1352465820000582 ◽

2020 ◽

Vol 48 (6) ◽

pp. 751-755 ◽

Cited By ~ 1

Author(s):

Ulrich Voderholzer ◽

Sven Hilbert ◽

Anne Fischer ◽

Jakob Neumüller ◽

Caroline Schwartz ◽

...

Keyword(s):

Obsessive Compulsive Disorder ◽

Self Efficacy ◽

Primary Diagnosis ◽

Symptom Reduction ◽

Symptom Change ◽

Exposure And Response Prevention ◽

Obsessive Compulsive ◽

Compulsive Disorder ◽

Before And After ◽

General Self Efficacy

AbstractBackground:While exposure and response prevention (ERP) is the most effective treatment for obsessive compulsive disorder (OCD), less is known about the specific mechanisms underlying symptom change after ERP.Aims:We tested the hypothesis that the frequency of self- and therapist-guided ERP related to the extent of symptom reduction and that this link is mediated by increased self-efficacy.Method:In a sample of 377 in-patients with a primary diagnosis of OCD receiving in-patient CBT, we assessed symptoms (YBOCS-SR) and self-efficacy (General Self-Efficacy Scale), before and after treatment, as well as the frequency of therapist- and self-guided ERP sessions.Results:Patients with more therapist-guided ERP sessions during treatment showed more symptom reduction and the association of self-guided ERP on outcome was mediated by enhanced self-efficacy.Conclusions:These findings highlight the importance of both therapist- and self-guided ERP sessions and suggest that therapists should conduct a sufficient number of ERP sessions to optimise treatment.

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Flipped classroom model and self-efficacy in an Iranian English as a foreign language context: A gender-based study

Journal of University Teaching and Learning Practice ◽

10.53761/1.17.5.17 ◽

2020 ◽

Vol 17 (5) ◽

pp. 271-285

Author(s):

Ehsan Namaziandost ◽

◽

Shouket Ahmad Tilwani ◽

Shabnam Mahdizadeh Khodayari ◽

Meisam Ziafar ◽

...

Keyword(s):

Self Efficacy ◽

Flipped Classroom ◽

English Language ◽

Average Score ◽

Traditional Group ◽

Before And After ◽

The Difference ◽

Gender Based ◽

English Language Institute ◽

The Impact

This study aimed to investigate the impact of the flipped classroom model on students’ self-efficacy and the difference in self-efficacy between males and females using this model. In order to accomplish this, 66 advanced participants were selected from a private English language institute. They were divided into two equal groups, namely experimental (flipped classroom) and control (traditional) group. The students’ self-efficacy was scored before and after the intervention with the Self-Efficacy Survey. The results indicated an increase in their average self-efficacy score with the flipped classroom while the traditional classroom decreased their average score. When the genders were analyzed separately, the males demonstrated a decrease in self-efficacy while the females indicated an increase while utilizing the flipped classroom. In light of these results, some recommendations have been made.

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Does Self-Efficacy Matter?

Organizational and End-User Interactions ◽

10.4018/978-1-60960-577-3.ch002 ◽

2011 ◽

pp. 42-71

Author(s):

Young Hoon Kim ◽

Dan J. Kim

Keyword(s):

Self Efficacy ◽

Perceived Risk ◽

Purchase Intention ◽

Important Determinant ◽

Consumer Trust ◽

Trust Building ◽

Research Model ◽

Domain Specific ◽

Intention To Purchase ◽

General Self Efficacy

In this study, we propose a research model examining how self-efficacy affects consumer trust in web vendors, and how self-efficacy and consumer trust influence online consumers’ intentions to purchase from a certain web vendor. In particular, we separate the concept of self-efficacy into two types, general self-efficacy and domain-specific self-efficacy (i.e., online transaction self-efficacy), and we examine whether they play different roles as antecedents of trust in the realm of B2C e-commerce. The results show that online transaction self-efficacy plays an important role in consumer’s trust building while general self-efficacy does not. Online transaction self-efficacy is also an important determinant of perceived risk and a consumer’s intention to purchase. Although general self-efficacy does not play the same role as online self-efficacy, it is a key determinant of domain-specific self-efficacy (i.e., online transaction self-efficacy). This study provides a focused picture of trust-building and reinforcement of purchase intention in e-commerce, from the separated angle of self-efficacy. Theoretical and practical contributions are discussed.

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