The impact of coaching and person-job fit on self-efficacy and performance

2020 ◽  
pp. 706-708
Author(s):  
A.S. Hidayat
Keyword(s):  
Self Efficacy ◽  
Job Fit ◽  
And Performance ◽  
The Impact

Educational impact of a pilot paediatric simulation-based training course in Botswana

2019 ◽  
Vol 6 (5) ◽  
pp. 279-283
Author(s):  
Nicolaus W Glomb ◽  
Manish I Shah ◽  
Adeola A Kosoko ◽  
Cara B Doughty ◽  
Cafen Galapi ◽  
...  
Keyword(s):  
Test Scores ◽  
Self Efficacy ◽  
Limited Resource ◽  
Knowledge And Skills ◽  
Training Course ◽  
Resource Setting ◽  
Simulation Based ◽  
And Performance ◽  
Training Programmes ◽  
The Impact

BackgroundAs emergency medical services (EMS) systems develop globally in resource-limited settings, equipping providers with paediatric training is essential. Low-fidelity simulation-based training is an effective modality for training healthcare workers, though limited data exist on the impact of such training programmes. The objective of this study was to evaluate the paediatric portion of a simulation-based curriculum for prehospital providers in Botswana.MethodsThis was a prospective cohort study of EMS providers from more populated regions of Botswana, who attended a 2-day training that included didactic lectures, hands-on skills stations and low-fidelity simulation training. We collected data on participant self-efficacy with paediatric knowledge and skills and performance on both written and simulation-based tests. Self-efficacy and test data were analysed, and qualitative course feedback was summarised.ResultsThirty-one EMS providers participated in the training. Median self-efficacy levels increased for 13/15 (87%) variables queried. The most notable improvements were observed in airway management, newborn resuscitation and weight estimation. Mean written test scores increased by 10.6%, while mean simulation test scores increased by 21.5% (p<0.0001). One hundred per cent of the participants rated the course as extremely useful or very useful.Discussion/ConclusionWe have demonstrated that a low-fidelity simulation-based training course based on a rigorous needs assessment may enhance short-term paediatric knowledge and skills for providers in a developing EMS system in a limited-resource setting. Future studies should focus on studying larger groups of learners in similar settings, especially with respect to the impact of educational programmes like these on real-world patient outcomes.

Examining the Direction of Imagery and Self-Talk on Dart-Throwing Performance and Self Efficacy

2006 ◽  
Vol 20 (3) ◽  
pp. 257-274 ◽  
Author(s):  
Jennifer Cumming ◽  
Sanna M. Nordin ◽  
Robin Horton ◽  
Scott Reynolds
Keyword(s):  
Self Efficacy ◽  
Mixed Design ◽  
Self Talk ◽  
Dart Throwing ◽  
And Performance ◽  
The Impact ◽  
Over Time

The study investigated the impact of varying combinations of facilitative and debilitative imagery and self-talk (ST) on self-efficacy and performance of a dart-throwing task. Participants (N = 95) were allocated to 1 of 5 groups: (a) facilitative imagery/facilitative ST, (b) facilitative imagery/debilitative ST, (c) debilitative imagery/facilitative ST, (d) debilitative imagery/debilitative ST, or (e) control. Mixed-design ANOVAs revealed that performance, but not self-efficacy, changed over time as a function of the assigned experimental condition. Participants in the debilitative imagery/debilitative ST condition worsened their performance, and participants in the facilitative imagery/facilitative ST condition achieved better scores. These findings demonstrate that a combination of facilitative imagery and ST can enhance performance whereas debilitative imagery and ST can hamper it.

scholarly journals Effects of Self-Talk Training on Competitive Anxiety, Self-Efficacy, Volitional Skills, and Performance: An Intervention Study with Junior Sub-Elite Athletes

Sports ◽  
2019 ◽  
Vol 7 (6) ◽  
pp. 148 ◽  
Author(s):  
Nadja Walter ◽  
Lucie Nikoleizig ◽  
Dorothee Alfermann
Keyword(s):  
Self Efficacy ◽  
Elite Athletes ◽  
Control Group ◽  
Short Term ◽  
Competitive Anxiety ◽  
Positive Effects ◽  
Self Talk ◽  
And Performance ◽  
The Impact

(1) Background: Self-talk (ST) is used to influence athletes’ thoughts, feelings, and behaviors. Samples of squad and competitive athletes are underrepresented, although research has proven the positive effects of ST in the context of sports. Thus, the present study focused on the impact of ST on psychological and performance outcomes of junior sub-elite athletes. (2) Methods: N = 117 athletes (55 females, 62 males; M = 16.0 years) were randomly assigned to either one of two experimental groups or to a control group (n = 30). The experimental groups received an ST intervention for either one week (n = 36) or eight weeks (n = 38), and the control group received no ST training. The dependent variables (competitive anxiety, volitional skills, self-efficacy, and coaches’ performance ratings) were assessed three times before and after the intervention. It was expected that (a) an ST intervention would reduce the competitive anxiety and increase volitional skills, self-efficacy, and performance; and, (b) long-term training would lead to higher effects than short-term training. (3) Results: As expected, ST training led to (less) somatic state anxiety and (higher) state self-confidence, self-optimization, self-efficacy, and performance. Additionally, long-term training was more effective than short-term training. (4) Conclusions: Targeted ST interventions may help to improve junior athletes’ psychological states and performance.

scholarly journals The impact of personality and self-efficacy on academic and military performance: The mediating role of self-efficacy

2015 ◽  
Vol 6 (1) ◽  
pp. 47-65 ◽  
Author(s):  
Thomas Hol Fosse ◽  
Robert Buch ◽  
Reidar Säfvenbom ◽  
Monica Martinussen
Keyword(s):  
Academic Performance ◽  
Cognitive Abilities ◽  
Self Efficacy ◽  
Big Five Personality ◽  
Military Performance ◽  
Efficacy Analysis ◽  
Mediating Role ◽  
And Performance ◽  
The Impact

Abstract In order to optimize recruitment and the overall outcome of educational programmes, it is crucial to understand personal determinants of achievement. While several cognitive abilities and skills individually predict performance in academic and professional settings, it is less clear how personality translates into performance. This study addresses the impact of the Big Five personality trait, conscientiousness, on academic performance and instructor performance ratings and examines the mediating role of self-efficacy. Analysis of longitudinal data (Time 1: n = 166 (conscientiousness); Time 2: n = 161 (self-efficacy); Time 3: n = 136 (military performance) and n = 156 (academic performance)) from three military academies in Norway showed that conscientiousness was related to both military and academic performance. Moreover, self-efficacy emerged as a partial mediator for the relationship between conscientiousness and performance.

Modeling vs. Non Modeling: The Impact on Self-Efficacy and Performance in Computer Training for Managers.

1987 ◽  
Vol 1987 (1) ◽  
pp. 122-126 ◽  
Author(s):  
Marilyn E. Gist ◽  
Catherine E. Schwoerer ◽  
Benson Rosen
Keyword(s):  
Self Efficacy ◽  
Computer Training ◽  
And Performance ◽  
The Impact

scholarly journals Concept mapping impact on self-efficacy for enhancing students’ motivation and performance in biology

2020 ◽  
Vol 16 (1) ◽  
pp. 73-82
Author(s):  
Michael Adiyiah ◽  
Dieudonne Mutangana ◽  
Yaw Ameyaw
Keyword(s):  
Concept Mapping ◽  
Self Efficacy ◽  
Intervention Strategy ◽  
Efficacy Beliefs ◽  
Positive Influence ◽  
Mapping Strategy ◽  
Quasi Experimental ◽  
And Performance ◽  
The Impact ◽  
One Way Anova

The impact of students’ self-efficacy beliefs about their academic performance and motivation in all stages of their academic endeavour has been a major concern to many researchers. It contributes greatly to the overall total development and success of the student even at their progression to the next level in their educational development. The purpose of this quasi-experimental study was to investigate the effect of using concept mapping strategy as an intervention strategy on the development of students’ self-efficacy beliefs about their motivation and performance in biology. One hundred and twenty students from two different Senior High Schools in Ashanti Region of Ghana were involved in the experiment. Two instruments, namely students’ self-efficacy and motivation questionnaire as well as students’ achievement test were used in the data collection and the results were analyzed using Pearson product-moment correlation, one-way ANOVA and multiple regression statistics. The findings of the study indicated that effective regular use of concept mapping strategy has a strong and positive influence on students’ self-efficacy beliefs about their development which enhances their motivation to learn and performance in biology.

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