القدرة التنبؤية لبيئة التواصل الأسري والكفاءة الذاتية الاجتماعية والانفعالية والأكاديمية بالمرونة المعرفية لدى طلبة الصف العاشر في محافظة عجلون = The Predictive Ability of Family Communication Environment and Social, Emotional and Academic Self-Efficacy among the Tenth Grade Students in Ajloun

2018 ◽  
Vol 8 (24) ◽  
pp. 163-180
Author(s):  
عفاف متعب أحمد الفريحات ◽  
نصر يوسف مصطفى مقابلة
Keyword(s):  
Family Communication ◽  
Self Efficacy ◽  
Predictive Ability ◽  
Social Emotional ◽  
Communication Environment ◽  
Tenth Grade ◽  
Family Communication Environment ◽  
Academic Self Efficacy

Self-sexualization in preadolescent girls: Associations with self-objectification, weight concerns, and parent’s academic expectations

2019 ◽  
Vol 43 (6) ◽  
pp. 515-522 ◽  
Author(s):  
Christine R. Starr ◽  
Eileen L. Zurbriggen
Keyword(s):  
Self Efficacy ◽  
Academic Expectations ◽  
Weight Concerns ◽  
Social Emotional ◽  
Academic Goals ◽  
Parental Reports ◽  
Self Objectification ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Self Efficacy

We investigated the relationship of self-sexualization to self-objectification, weight concerns, self-efficacy, academic outcomes, and career aspirations among preadolescent girls. Participants were 89 six- to nine-year-old girls; parental reports were also obtained. Two thirds of girls showed signs of self-sexualization by choosing a sexualized doll over a nonsexualized doll as who they preferred to look like and/or who they currently look like. Girls who self-sexualized reported higher self-objectification and weight concerns than girls who did not self-sexualize. Self-sexualization was unrelated to social, emotional, and academic self-efficacy and to girls’ career confidence and interest. However, parents of girls who self-sexualized reported their daughters had lower academic performance and enjoyed school less compared to girls who did not self-sexualize. Additionally, parents of girls who self-sexualized had lower academic expectations for their daughters. It is possible that in preadolescence self-sexualization affects girls’ body cognitions and parental expectations without (yet) affecting self-efficacy or academic goals.

scholarly journals Construct-Related Validity of the Emotional Skills and Competence Questionnaire – Children’s Form (ESCQ-C)

2020 ◽  
Vol 29 (1) ◽  
pp. 151-666
Author(s):  
Tamara Mohorić
Keyword(s):  
Self Efficacy ◽  
Convergent Validity ◽  
The Self ◽  
Self Report ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
The Social ◽  
General Functioning ◽  
Academic Self Efficacy

Social and emotional skills have an important role in children’s general functioning and social relationships (e.g., with peers, and family). Questionnaires measuring these competencies should be carefully developed and validated and be in accordance with the developmental stage of children. The Emotional Skills and Competence Questionnaire – Children’s form (ESCQ-C) is a self-report measure of one’s ability to perceive and understand emotions, to express and label emotions, and to manage and regulate emotions. It was developed within the theoretical framework from the Mayer and Salovey (1997) emotional intelligence model. Structural validity of the ESCQ-C was assessed in a sample of preadolescent children (N = 639, 53% girls, Mage = 11.24, SDage = 0.71), and convergent validity was tested by correlating ESCQ-C subscales scores with the social, emotional and academic self-efficacy (The Self-Efficacy Questionnaire for Children, Muris, 2001). Our results suggest the four-factor structure for the ESCQ-C. Manage and regulate emotions subscale was divided into two subscales: the self-perceived ability to regulate one’s own emotions and other’s emotions. Correlations with the self-efficacy scales were moderate, suggesting good convergent validity. The ESCQ-C can be considered a valid measure of the emotional skills and competences for children.

scholarly journals Predictive Ability of Academic Self-efficacy on Self-concept Dimensions in a Sample of Chilean Adolescents

2016 ◽  
Vol 30 ◽  
pp. 31-50 ◽  
Author(s):  
José Manuel García Fernández ◽  
Cándido J. Inglés ◽  
Ángela Díaz Herrero ◽  
Nelly Lagos San Martín ◽  
María Soledad Torregrosa ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Predictive Ability ◽  
Self Concept ◽  
Academic Self Efficacy

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Creativity, College Stress, and Academic Self-Efficacy

2009 ◽  
Author(s):  
Candice D. Davis ◽  
James C. Kaufman ◽  
Anthony Sierra
Keyword(s):  
Self Efficacy ◽  
College Stress ◽  
Academic Self Efficacy
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