scholarly journals FORTALEZAS Y VIRTUDES PERSONALES DEL PROFESORADO Y SU RELACIÓN CON LA EFICACIA DOCENTE

2017 ◽  
Vol 7 (1) ◽  
pp. 141
Author(s):  
Teresa Mª Perandones González ◽  
Lucía Herrera Torres ◽  
Asunción Lledó Carreres
Keyword(s):  
Teacher Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Predictive Ability ◽  
Well Being ◽  
Two Dimensions ◽  
Theoretical Frameworks ◽  
Personal Strengths ◽  
Personal Virtue ◽  
The One

Abstract.PERSONAL STRENGTHS AND VIRTUES OF TEACHERS AND THEIR RELATIONSHIP WITH TEACHER SELF-EFFICACYThis study examines the relationship between personal strengths and virtues and teacher selfefficacy. For it, it is based on two theoretical frameworks, on the one hand, the contributions of Positive Psychology, and secondly, the principles of Social Cognitive Theory. The study was conducted at all levels of education, from Childhood education to Higher education, in two countries, Dominican Republic and Spain, with a sample of 454 teachers. The instruments used were the Personal Strengths Questionnaire VIA (Values in Action Inventory of Strengths: VIA-IS), which assesses personal strengths, and Teacher Efficacy Scale (Teacher Efficacy Scale), which measures two dimensions: Teacher Effectiveness and Personal Effectiveness. The results obtained through the analysis of correlation and regression indicate, firstly, significant correlations between the two dimensions of the Teacher Efficacy Scale and the six Personal Virtues, and, secondly, the predictive ability with respect to the Effectiveness teaching, a Personal Virtue: Humanity and Love. From this empirical justification, in discussions of work incorporate arises in the initial and continuing teacher education, the Personal Strengths and Virtues, since they are the basis for growth personal and professional effectiveness, well-being and development of the potential of each person.Keywords: personal strengths and virtues, teacher self-efficacy, well-being, love, personal and professional growthResumen.Este estudio analiza la relación entre las fortalezas y virtudes personales y la autoeficacia docente. Para ello se sustenta en dos marcos teóricos de referencia, por una parte, las aportaciones de la Psicología Positiva, y por otra, los postulados de la Teoría Social Cognitiva. El estudio se ha llevado a cabo en todos los niveles educativos, desde la Educación Infantil hasta la Educación Superior, en dos países; República Dominicana y España, con una muestra de 454 docentes. Los instrumentos utilizados han sido el Cuestionario VIA de Fortalezas Personales (Values in Action Inventory of Strengths: VIA-IS), que evalúa las fortalezas personales, y la Escala de Eficacia Docente (Teacher Efficacy Scale), la cual mide dos dimensiones: la Eficacia Docente y la Eficacia Personal. Los resultados obtenidos a través de los análisis de correlación y de regresión señalan, por una parte, correlaciones significativas entre las dos dimensiones de la Escala de Eficacia Docente y las seis Virtudes Personales; y, por otra, la capacidad predictiva, respecto a la Eficacia Docente, de una Virtud Personal: la Humanidad y el Amor. Partiendo de ésta justificación empírica, en las discusiones del trabajo se plantea la incorporación, en la formación inicial y permanente del profesorado, de las Fortalezas y Virtudes Personales, puesto que son la base para el crecimiento y la efectividad personal y profesional, el bienestar y el desarrollo de la potencialidad de cada persona.Palabras clave: fortalezas y virtudes personales, autoeficacia docente, bienestar, amor, crecimiento personal y profesional

scholarly journals Self-Leadership and Psychological Capital as Key Cognitive Resources for Shaping Health-Protective Behaviors during the COVID-19 Pandemic

2021 ◽  
Vol 11 (2) ◽  
pp. 41
Author(s):  
Sherry A. Maykrantz ◽  
Luke A. Langlinais ◽  
Jeffery D. Houghton ◽  
Christopher P. Neck
Keyword(s):  
Self Efficacy ◽  
Cognitive Theory ◽  
Psychological Capital ◽  
Health Belief ◽  
Well Being ◽  
Cognitive Resources ◽  
Psychological Resources ◽  
Protective Behaviors ◽  
Theoretical Frameworks ◽  
And Coping

As COVID-19 has become a global pandemic, health researchers and practitioners have focused attention on identifying the factors that may help to shape health-protective behaviors, protecting individual health and well-being, and helping to mitigate the spread of COVID-19. This study explores the potential role of self-leadership and psychological capital (PsyCap) as key cognitive resources for shaping health-protective behaviors. Using multiple theoretical frameworks (social cognitive theory, psychological resources theory, and the health belief model), this paper develops and tests a hypothesized serial mediation model in which PsyCap and coping self-efficacy mediate the relationship between self-leadership and health-protective behaviors including hand washing, wearing face masks, and social distancing. Results suggest that PsyCap and coping self-efficacy mediate the positive relationship between self-leadership and health-protective behaviors. These results yield valuable insights regarding the usefulness of self-leadership and PsyCap as cognitive resources for shaping health-protective behaviors and for possible self-leadership and PsyCap interventions, potentially tailored to at-risk populations, which should have practical benefits for both the current and future pandemics and health crises.

Yoga for Psychological Wellbeing in Modern Life and Contexts

2018 ◽  
pp. 316-334
Author(s):  
Ingunn Hagen ◽  
Stine Kofoed ◽  
Usha Nayar
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Relevant Literature ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Wellbeing ◽  
Albert Bandura ◽  
Motivation And Learning

In this chapter, we will address how Yoga may contribute to psychological wellbeing. The chapter will be based on review of relevant literature in the backdrop of the theoretical framework of Self-Efficacy developed by Albert Bandura in his comprehensive ‘social cognitive theory of human motivation and learning'. Illustrations are included from our study: “Yoga to promote young people's mental health and well-being?” First, we will address some current social tendencies that contribute to everyday stress and challenges to people's general wellbeing. Second, we aim to have some conceptual clarification related to the concepts in our title “Yoga for psychological wellbeing”. Third, we will address how Yoga may function as a tool for self-regulation and its relationship with self-efficacy. Fourth, we will describe how Yoga is perceived as a mean to cope with stress. We will discuss how different people use Yoga to cope with stress, and how this partly relates to the role of Yoga as a tool for self-regulation.

Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy

2016 ◽  
Vol 46 (1) ◽  
pp. 49-64 ◽  
Author(s):  
Stefan R Ninković ◽  
Olivera Č Knežević Florić
Keyword(s):  
Transformational Leadership ◽  
Teacher Efficacy ◽  
School Leadership ◽  
Collective Efficacy ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Collective Teacher Efficacy ◽  
Hierarchical Regression ◽  
Teacher Self Efficacy

Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5. The results of the hierarchical regression analysis showed that transformational school leadership and teacher self-efficacy were independent predictors of teacher collective efficacy. The research findings also showed that individually-focused transformational leadership contributed significantly to an explanation of collective efficiency after controlling specific predictor effects of group-focused dimensions of transformational leadership. It is argued that the results have a double meaning. First, this study expanded the understanding of the relationship between different dimensions of transformational school leadership and collective teacher efficacy. Second, a contribution of teacher self-efficacy to collective efficacy beliefs was established, confirming the assumptions of social cognitive theory on reciprocal causality between two types of perceived efficacy: individual and collective.

scholarly journals Personal strength in the “VIA” model as a predictor of a teacher’s well-being in the professional sphere

2021 ◽  
Vol 11 (4) ◽  
pp. 371-388
Author(s):  
Artur Rean ◽  
◽  
Alexey Stavtsev ◽  
Keyword(s):  
Positive Psychology ◽  
Professional Competence ◽  
Well Being ◽  
Personal Factors ◽  
Personal Strengths ◽  
Multiplier Effect ◽  
Action Model ◽  
The Russian Federation ◽  
The One ◽  
The Individual

This article examines the “predictive model of personal well-being of a teacher in the professional sphere” developed by the authors based on a study conducted on a wide sample of teachers in the Russian Federation (N=7946). The presented model is based on the VIA (Values in Action) model, one of the key measures in the scientific direction of positive psychology. In the course of the study, 14 personal strengths out of 24 in the original model, which have the greatest multiplier effect of usefulness for personal well-being in the professional sphere of education were identified. Personal well-being in the professional sphere is described as a set of personal factors, including, first of all, high self-efficacy of the individual and the absence of professional burnout, and secondly, the individual’s general psychological well-being represented by life satisfaction and self-esteem. The authors believe that the resulting model can become an effective tool for the practical application of the concepts of positive psychology. On the one hand, it can be applied in the field of vocational guidance of young people. On the other hand, the model can be used as a tool for the development of professional competence of teachers in the field of personal well-being in the professional sphere, for example, in the form of selecting the most effective positive psychological interventions (PPI). The authors con clude that in the future, it is possible to scale the presented concept to other professional areas.

Pathways from adversity to wisdom

2020 ◽  
Author(s):  
Anna Dorfman ◽  
Igor Grossmann ◽  
David A Moscovitch
Keyword(s):  
Well Being ◽  
Cross Sectional ◽  
Folk Beliefs ◽  
Personal Strengths ◽  
Post Traumatic Growth ◽  
Adverse Experiences ◽  
Epistemic Humility ◽  
Post Traumatic ◽  
The One ◽  
Health And Well Being

Folk beliefs and philosophers have long suggested that mastering adversity contributes to growth in wisdom –adaptability to the situation, perspectivism, dialectical thinking, and epistemic humility. But existing research on outcomes of adversity suggests a puzzle. On the one hand, cross-sectional studies have found adversity leads to post-traumatic growth in personal strengths such as wisdom. On the other hand, focus on adverse experiences exacerbates negative emotions and thoughts and undermines health and well-being over time. Our chapter highlights the idea that outcomes of adversity may depend on one’s mindset when reflecting on the adverse experience. Adopting a self-distanced mindset rather than the habitual self-focused or self-immersed mindset is likely to enhance wise characteristics. We review evidence-based advances in the study of daily adversity and wisdom, specifically focusing on utilizing longitudinal and experimental methodologies, and address future questions and clinical implications of self-distanced mindsets for growth in wisdom.

Mathematics Self-Efficacy in the Education of Youngsters and Adults: The Vanda’s Case

2019 ◽  
Vol 21 (3) ◽  
pp. 75-90
Author(s):  
Ana Cristina Ferreira ◽  
Carolina Soares Rodrigues
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Single Case ◽  
School Achievement ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Structured Interviews ◽  
Self Confidence ◽  
Mathematics Self Efficacy

Literature has pointed out, for at least two decades, that the perceptions about one’s own competency influence the motivation to learn and the school achievement. However, in the case of the Education for Youngsters and Adults (EJA), the beliefs and emotions related to the students’ own self-percepts as learners, especially as Mathematics learners, have not been given proper attention. In this article, we present a case study whose purpose was to investigate possible mobilizations of the Mathematics self-efficacy beliefs by an EJA student throughout the development of Mathematics tasks, which were created based on a theoretical framework. The research - from the development of the activities through the analysis - was based on Albert Bandura’s Social Cognitive Theory, in particular, on the concept of self-efficacy. For seven months we collected data through questionnaires, semi-structured interviews, the researchers' field journal, and video recordings of a few Mathematics class of a high school class at a public school, in Divinópolis, Minas Gerais, Brazil. The results showed strong evidence of mobilization of the self-efficacy beliefs on Vanda’s behalf. However, albeit there has been observed more persistence by the student when carrying out her activities, her more active and autonomous participation, as well as her self-confidence and emotional well-being, it was also verified that the student’s behavior, feelings, and perceptions under evaluative situations evinced a slight change with regards to controlling negative emotions in those situations. In spite of being a single case, this work contributes to shed light on the Mathematics self-efficacy beliefs held by EJA students, as well as on the teacher’s role in the process.

Health Promotion by Social Cognitive Means

2004 ◽  
Vol 31 (2) ◽  
pp. 143-164 ◽  
Author(s):  
Albert Bandura
Keyword(s):  
Health Promotion ◽  
Human Health ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Causal Structure ◽  
Social Systems ◽  
Outcome Expectations ◽  
Well Being ◽  
Health Habits ◽  
Psychosocial Influences

This article examines health promotion and disease prevention from the perspective of social cognitive theory. This theory posits a multifaceted causal structure in which self-efficacy beliefs operate together with goals, outcome expectations, and perceived environmental impediments and facilitators in the regulation of human motivation, behavior, and well-being. Belief in one’s efficacy to exercise control is a common pathway through which psychosocial influences affect health functioning. This core belief affects each of the basic processes of personal change—whether people even consider changing their health habits, whether they mobilize the motivation and perseverance needed to succeed should they do so, their ability to recover from setbacks and relapses, and how well they maintain the habit changes they have achieved. Human health is a social matter, not just an individual one. A comprehensive approach to health promotion also requires changing the practices of social systems that have widespread effects on human health.

scholarly journals E-health Intervention Based on the Social Cognitive Theory to Improve Vegetables and Fruit Consumption in Working Adults: Study Protocol

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 961-961
Author(s):  
Nayeli Badillo Camacho ◽  
Norma Patricia Rodríguez Rocha ◽  
María Fernanda Bernal Orozco ◽  
Martha Betzaida Altamirano Martínez ◽  
Gabriela Macedo Ojeda
Keyword(s):  
Social Media ◽  
Social Cognitive Theory ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Well Being ◽  
Health Intervention ◽  
Fruit Intake ◽  
Fruit Consumption ◽  
Working Adults ◽  
The Social

Abstract Objectives To describe an e-Health intervention to improve vegetables and fruit intake among working Mexican adults, based on the Social Cognitive Theory. Methods We developed an e-Health intervention “neoser”, based on the Social Cognitive Theory and on results of a previous formative research conducted in a group of working adults. The main purpose of “neoser” is to increase vegetables and fruits intake (200 g per day, each). This study is a quasi-experimental pre-post single group. The participants recruitment will be carried out through e-posters by email and social media (Facebook and Instagram). Based on the literature, we consider a minimum sample size of 55 participants. “neoser” consists of 12 weekly sessions (nine educational sessions and three workshops) applying nine behavior change techniques targeting the constructs of the SCT. Strategies include support groups, reinforcement activities, a recipe book, and a handbook with activities and extra information to reinforce acquired knowledge and skills. “neoser” will be implemented through social media (Facebook, Instagram, and WhatsApp), Zoom sessions, website and YouTube channel. The sessions will last 45 minutes with 20 participants, maximum, per session. Participants will complete online questionnaires to evaluate knowledge and constructs of the SCT, and 3-day dietary records; anthropometric measured and biochemical assessments will be obtained at baseline and at the end of the intervention. The main results are the vegetables and fruit intake, constructs of the SCT and knowledge. The secondary results are weight, height, waist and hip circumference, body water and fat, muscle mass and biochemical analyzes (lipids profile and blood glucose). The comparison of the results will be performed using t-test, chi-square, confidence intervals and analysis of variance), with a significance level of P < 0.05. Results Not apply Conclusions This intervention could contribute to the adoption and maintenance of vegetables and fruit consumption in Mexican workers and promote the use of e-Health interventions as global well-being digital strategies. Funding Sources Postgraduate Incorporation and Permanence Program of the National Program of Postgraduate Quality (PROINPEP) from Universidad de Guadalajara

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