Do Entrepreneurial Alertness and Self-efficacy Predict Chinese Sports Major Students' Entrepreneurial Intention?

2017 ◽  
Vol 45 (7) ◽  
pp. 1187-1196 ◽  
Author(s):  
Rui HU ◽  
Yinghua Ye
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Entrepreneurial Intention ◽  
Chinese Higher Education ◽  
Job Market ◽  
Demographic Differences ◽  
Cognitive Predictors ◽  
Entrepreneurial Alertness

Entrepreneurship is encouraged among graduates of Chinese higher education institutions as a solution to the increasingly competitive job market. Guided by social cognitive theory, we explored whether entrepreneurial self-efficacy (ESE) and entrepreneurial alertness (EA) predicted the entrepreneurial intention (EI) of a sample of 364 Chinese sports major students. In addition, we examined the influence of demographic differences, namely, gender, entrepreneurial education, and previous entrepreneurial experience, on students' ESE, EA, and EI. Results showed that both EA and ESE were key cognitive predictors of participants' EI, and that demographic differences affected their ESE, and EA, and EI. Practical and theoretical implications are discussed.

scholarly journals Academic Self-Efficacy in Military Higher Education: Assessment of the Psychometric Qualities of Perceived Academic Efficacy Scale

2018 ◽  
Vol 24 (2) ◽  
pp. 311-316
Author(s):  
Crenguţa Mihaela Macovei
Keyword(s):  
Higher Education ◽  
Adaptive Learning ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Academic Efficacy ◽  
Education Assessment ◽  
Higher Education Assessment ◽  
The Social ◽  
Academic Self Efficacy

Abstract The concept of academic self-efficacy has its origins in the social cognitive theory developed by A. Bandura and it refers to the conviction of a person that he/she can successfully achieve a certain academic goal or can solve a specific task. In this research we tested the psychometric qualities of the Perceived Academic Efficacy Scale in the context of military higher education. This scale is taken from PALS - The Patterns of Adaptive Learning Scales - and it demonstrated adequate psychometric properties that make it suitable for measuring the level of academic self-efficacy of military students. All six items on the scale load a single factor; the tested model showed a good fit

Considering a Marketing Degree? Student Perceptions of General Versus Specialized Majors

2021 ◽  
pp. 027347532110288
Author(s):  
JoAnn L. Atkin ◽  
Anthony Alland Bowie ◽  
Scott Cowley ◽  
James A. Eckert ◽  
Bruce G. Ferrin ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Cognitive Theory ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The Other ◽  
Business Colleges ◽  
Other Hand ◽  
Better Than

Many business colleges offer specialized marketing majors in addition to the general marketing major. Given the extra resources needed to maintain multiple majors, in a time when higher education budgets are being strained, a need exists to understand how students make choices among these majors and what students perceive to be the advantages of general marketing majors versus specialized marketing majors. Using social cognitive theory, we examine how students make selections among choices in marketing-related majors, focusing on influence and compatibility factors. We surveyed 608 marketing majors representing one general and five specialized marketing majors. The findings indicate that, compared with general marketing majors, students’ choice of a specialized major is significantly more likely to be influenced by faculty and other students in the major. Also, the results show that students rate specialized majors better than a general marketing major in terms of self-efficacy, culture, and professional fit. On the other hand, students rate the general marketing major better than specialized majors in flexibility. These results have implications for supporting the priorities of students in both general and specialized majors.

Social Cognitive Theory and Motivation

2019 ◽  
pp. 9-26 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes ◽  
Social Environmental

Social cognitive theory is a theory of human behavior that emphasizes learning from the social environment. This chapter focuses on Bandura’s social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is a critical influence on motivation and affects task choices, effort, persistence, and achievement. Recommendations are made for future research.

Enhancing Self-Efficacy During Community Service: Factors Influencing AmeriCorps’ Members’ Change in Self-Efficacy

2021 ◽  
pp. 089976402199165
Author(s):  
Yinglin Ma ◽  
Mary Tschirhart
Keyword(s):  
Community Service ◽  
Self Efficacy ◽  
Role Models ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Random Effects Model ◽  
Panel Survey ◽  
Positive Role ◽  
Context Specific ◽  
Service Factors

Our study uses a social cognitive theory lens to examine the development of AmeriCorps’ members’ context-specific self-efficacy (self-efficacy to perform community service). The analysis uses panel survey data from 189 Ohio State AmeriCorps members collected at the beginning and end of their service terms in 2017–2018 or 2018–2019. Using a random-effects model, the results indicate that generally self-efficacy increased from beginning to end of the service term. Perceptions of having performance accomplishments, having positive role models, and receiving useful feedback significantly increased self-efficacy to perform community service, while experiencing service stress diminished self-efficacy development.

The Sources and Maintenance of Professional Golfers’ Self-Efficacy Beliefs

2013 ◽  
Vol 27 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Gio Valiante ◽  
David B. Morris
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Efficacy Beliefs ◽  
Emotional States ◽  
Thought Patterns ◽  
Mastery Experiences ◽  
Professional Golfers ◽  
Over Time

The purpose of this study was to explore the self-efficacy beliefs of male professional golfers (N = 12). Three themes emerged from the qualitative analysis of interview responses. First, enactive mastery experiences were the most powerful source of self-efficacy. Second, golfers maintained high self-efficacy over time by recalling prior success, strategically framing experiences, and enlisting supportive verbal persuasions from themselves and from others. Finally, self-efficacy influenced professional golfers’ thought patterns, outcome expectations, and emotional states. Findings support and refine the theoretical tenets of Bandura’s social cognitive theory.

scholarly journals The influence of self-efficacy, interest, and stereotype threat on career intentions and choices related to math and science.

2021 ◽  
Author(s):  
Elizabeth Wong
Keyword(s):  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Negative Stereotypes ◽  
Cognitive Predictors ◽  
Math And Science ◽  
Verbal Test ◽  
And Mathematics ◽  
Science Interests

Women continue to be underrepresented in Science, Technology, Engineering and Mathematics (STEM) careers/sectors. Concurrently, negative stereotypes about women’s abilities to perform in STEM persists. This research examined whether gender stereotypes influence women’s STEM-related intentions and choices and the mediating influence of cognitive predictors based on the Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994). In total, 194 women from Ryerson University were randomly assigned to a stereotype threat (n =65), stereotype nullification (n = 65), or control condition (n = 64). Participants completed questionnaires assessing math self-efficacy, math and science interests and intentions, and a math/verbal choice task. In support of SCCT, math self-efficacy and math/science interests predicted math/science intentions and choice on the math/verbal test. Furthermore, “math identified” participants in the stereotype threat condition reported lower math/science intentions. This research has implications for current interventions designed to increase women’s participation and retention in STEM.

Social Cognitive Theory and Motivation

2012 ◽  
pp. 12-27 ◽  
Author(s):  
Dale H. Schunk ◽  
Ellen L. Usher
Keyword(s):  
Social Cognitive Theory ◽  
Psychological Functioning ◽  
Self Efficacy ◽  
Goal Attainment ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Outcome Expectations ◽  
Social Comparisons ◽  
Future Research ◽  
Regulatory Processes

Social cognitive theory is a theory of psychological functioning that emphasizes learning from the social environment. This chapter focuses on Bandura's social cognitive theory, which postulates reciprocal interactions among personal, behavioral, and social/environmental factors. Persons use various vicarious, symbolic, and self-regulatory processes as they strive to develop a sense of agency in their lives. Key motivational processes are goals and self-evaluations of progress, outcome expectations, values, social comparisons, and self-efficacy. People set goals and evaluate their goal progress. The perception of progress sustains self-efficacy and motivation. Individuals act in accordance with their values and strive for outcomes they desire. Social comparisons with others provide further information on their learning and goal attainment. Self-efficacy is an especially critical influence on motivation and affects task choices, effort, persistence, and achievement. Suggestions are given for future research directions.

The neglected contributions of self-efficacy to older adults’ financial capacity

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hassam Waheed
Keyword(s):  
Older Adults ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Cost Effective ◽  
Ageing Population ◽  
Content Type ◽  
Financial Capacity ◽  
Effective Interventions ◽  
Financial Exploitation

Purpose An ageing population comes with its own set of challenges such as impaired financial capacity and resultant dependency on others to manage financial affairs. Dependency, in turn, as the evidence suggests, creates opportunities for financial exploitation of older adults. Related studies have primarily examined the clinical features and correlates of financial capacity or have attempted to develop its multidimensional measures. Both of which do little to resolve issues associated with impaired financial capacity. This paper aims to make a case for future researchers to assess older adults’ financial capacity from a non-clinical aspect. Design/methodology/approach Drawing on the notion of self-efficacy, as encapsulated within the social cognitive theory, this paper presents evidence from a host of different domains to demonstrate the potential contributions of self-efficacy to older adults’ financial capacity. Findings The contributions of self-efficacy in preserving older adults’ financial capacity appear to be much more profound than is currently acknowledged in the literature, thereby overlooking potentially promising and cost-effective interventions for autonomous ageing. Originality/value This paper presents a novel application of self-efficacy to autonomous ageing. Within this context, potential routes to the deployment of self-efficacy-based interventions are also discussed.

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.

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