Neighborhood Socioeconomic Status and Perceptions of Self-Efficacy

2000 ◽  
Vol 43 (1) ◽  
pp. 117-136 ◽  
Author(s):  
Jason D. Boardman ◽  
Stephanie A. Robert
Keyword(s):  
Socioeconomic Status ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Contextual Information ◽  
The United States ◽  
National Sample ◽  
Individual Level ◽  
Neighborhood Socioeconomic Status ◽  
Level Data

Following Bandura's (1982) social-cognitive theory of self-efficacy, Wilson (1996) hypothesizes a relationship between neighborhood-level socioeconomic status and individual-level perceptions of efficacy. This article evaluates this hypothesis and pursues the following research questions: (1) Are the socioeconomic characteristics of individual's neighborhoods related to their level of self-efficacy? and (2) if so, is this relationship simply due to lower individual-level socioeconomic status (SES), or is neighborhood SES associated with self-efficacy over and above individual-level SES? This project links individual-level data from a national sample of adults in the United States (Americans Changing Lives Survey [1986]) with contextual information from the 1980 census on the poverty and unemployment characteristics of respondents' neighborhoods. Results indicate that high proportions of neighborhood unemployment and public assistance are associated with low levels of self-efficacy above and beyond individual-level SES.

Predictors of Intention to Promote Family Planning: A Survey of Protestant Seminarians in the United States

2002 ◽  
Vol 29 (5) ◽  
pp. 521-541 ◽  
Author(s):  
Patricia Goodson
Keyword(s):  
United States ◽  
Family Planning ◽  
Self Efficacy ◽  
Structural Equation ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The United States ◽  
Equation Modeling ◽  
Seminary Students ◽  
Theological Schools

The purpose of this study was to examine Protestant seminary students’ intention to promote family planning. Intention to promote family planning and its predictors were examined by testing a conceptual model based on the theory of planned behavior and social cognitive theory. A nonrepresentative sample of 635 seminarians (90.5% Anglo; 66.5% male) from 10 theological schools in the United States completed a mailed survey. Students were classified according to their religious beliefs as conservative (61.9%) and nonconservative (38.1%), and group differences in intention (and its correlates) were examined. Structural equation modeling was used to assess relationships among attitudes toward sexuality, attitudes toward family planning, subjective norms, knowledge, self-efficacy, and intention for both conservative and nonconservative students. Results indicated that the relationships among predictors of intention were essentially similar for both conservative and nonconservative seminarians, with attitudes and self-efficacy for promoting family planning exhibiting the strongest direct effects on intention.

Closing the Loop: Measuring Entrepreneurial Self-Efficacy to Assess Student Learning Outcomes

2018 ◽  
Vol 1 (4) ◽  
pp. 272-303 ◽  
Author(s):  
Steven A. Gedeon ◽  
Dave Valliere
Keyword(s):  
Learning Outcomes ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Educational Assessment ◽  
Program Improvement ◽  
Degree Programs ◽  
Individual Level ◽  
Program Accreditation ◽  
Mastery Experiences

Accredited degree programs primarily use graded assignments in the embedded-course method to measure individual-level assurances of learning (AoL). This method is expensive, subjective, retrospective, and difficult to implement for continuous program improvement. The purpose of our research is to explore the use of entrepreneurial self-efficacy (ESE) as an individual-level AoL outcome to augment the quality management of accredited entrepreneurship degree programs. Previous research on ESE, arising from intention models and theory of planned behavior, has used the construct primarily for predicting start-up intent or differentiating nonentrepreneurs from entrepreneurs. In contrast, we begin from an educational assessment and social cognitive theory perspective in constructing our ESE scale. The new ESE scale is operationalized by theoretically justifying 8 learning outcomes, testing 70 items based on scales in the extant literature, and extracting 11 factors or subdomains of ESE using principal components analysis to create a parsimonious new 44-item ESE scale. Expanding the ESE construct to 11 subdomains also expands the use of ESE into the fields of educational assessment, AoL, and program accreditation. This enables understanding the links between pedagogy, curriculum, assignments, grades, enactive mastery experiences, and peer feedback to achieve meaningful student transformation through self-efficacy beliefs.

scholarly journals "I'm Not the Only Writer in The Room": A Framework for Co-Creating Confident Writing Classrooms

2021 ◽  
Vol 23 (3) ◽  
pp. 66-84
Author(s):  
Jen McConnel ◽  
Pamela Beach
Keyword(s):  
United States ◽  
Writing Instruction ◽  
Collective Efficacy ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
The United States ◽  
Classroom Culture ◽  
Structured Interviews ◽  
Teachers And Students

This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.

scholarly journals Breastfeeding Self-efficacy

2015 ◽  
Vol 32 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Emily L. Tuthill ◽  
Jacqueline M. McGrath ◽  
Melanie Graber ◽  
Regina M. Cusson ◽  
Sera L. Young
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Strong Predictor ◽  
The United States ◽  
Breastfeeding Initiation ◽  
National Priority ◽  
Breastfeeding Rates ◽  
Suboptimal Breastfeeding ◽  
Duration Of Breastfeeding

Increasing breastfeeding rates in the United States is a national priority. Yet, initiation and duration of breastfeeding remains below national targets. Breastfeeding self-efficacy has been shown to be a strong predictor of both breastfeeding initiation and duration and is therefore an important characteristic to be able to measure. However, there is currently a myriad of instruments for measuring breastfeeding self-efficacy, which makes selection of an appropriate instrument difficult. Thus, our aim was to identify, compare, and critically review available breastfeeding self-efficacy instruments. In a systematic review, 6 breastfeeding self-efficacy instruments were identified. The instruments’ purposes, theoretical framework, final scale development, and application in 5 most recent settings were analyzed. The 6 breastfeeding self-efficacy instruments apply a number of theoretical and conceptual frameworks in their development, with Bandura’s social cognitive theory being most common. Content, construct, and predictive validity were strong for most scales. Some, but not all, have been successfully adapted to novel settings. In sum, there are several measurements of breastfeeding self-efficacy that can and should be employed to better understand reasons for suboptimal breastfeeding rates and the effects of interventions on breastfeeding self-efficacy. Instrument selection should be based on domains of primary interest, time available, peripartum timing, and assessment of previous adaptations. Failure to apply appropriate measures in research may garner results that are inconclusive, inaccurate, or nonrepresentative of true study effects.

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.

Looking at Our STEM Teacher Workforce: How to Model Self-Efficacy

2020 ◽  
pp. 089124242097375
Author(s):  
Brandon Ofem ◽  
Samuel J. Polizzi ◽  
Gregory T. Rushton ◽  
Michael Beeth ◽  
Brock Couch ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Teaching Experience ◽  
The United States ◽  
High Turnover ◽  
Cognitive Approach ◽  
Gender And Age ◽  
Teacher Workforce ◽  
And Mathematics ◽  
Stem Teacher

There is currently a severe shortage of teachers in the U.S. workforce. The problem is especially acute among science, technology, engineering, and mathematics (STEM) teachers and exacerbated by high turnover among new teachers—those with less than 5 years of teaching experience. In this article, the authors investigate one piece of the puzzle. The authors model a social cognitive approach to understanding self-efficacy, a key precursor to job performance and retention. Their interactionist approach accounts for both demographic (i.e., gender and age) and relational variables (i.e., social networks). The authors test their ideas on a sample of 159 STEM teachers across five geographic regions in the United States. Their analysis reveals patterned differences in self-efficacy across gender that are contingent on the communities of practice in which the teachers are embedded. Together, their theory and findings highlight the value of taking a holistic, interactionist view in explaining STEM teacher self-efficacy.

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.

Neighborhood Socioeconomic Status and Stroke Incidence: A Systematic Review

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000011892
Author(s):  
Yeonwoo Kim ◽  
Erica Twardzik ◽  
Suzanne E. Judd ◽  
Natalie Colabianchi
Keyword(s):  
United States ◽  
Systematic Review ◽  
Socioeconomic Status ◽  
Stroke Risk ◽  
Keyword Search ◽  
The United States ◽  
Stroke Incidence ◽  
Neighborhood Socioeconomic Status ◽  
Modifiable Factors ◽  
The Impact

ObjectiveTo summarize overall patterns of the impact of neighborhood socioeconomic status (nSES) on incidence stroke and uncover potential gaps in the literature, we conducted a systematic review of studies examining the association between nSES and incident stroke, independent of individual socioeconomic status (SES).MethodsFour electronic databases and reference lists of included articles were searched, and corresponding authors were contacted to locate additional studies. A keyword search strategy included the three broad domains of neighborhood, SES, and stroke. Eight studies met our inclusion criteria (e.g., nSES as an exposure, individual SES as a covariate, and incident stroke as an outcome). We coded study methodology and findings across the eight studies.ResultsThe results provide evidence for the overall nSES and incident stroke association in Sweden and Japan, but not within the United States. Findings were inconclusive when examining the nSES-incident stroke association stratified by race. We found evidence for the mediating role of biological factors in the nSES-incident stroke association.ConclusionsHigher neighborhood disadvantage was found to be associated with higher stroke risk, but it was not significant in all the studies. The relationship between nSES and stroke risk within different racial groups in the United States was inconclusive. Inconsistencies may be driven by differences in covariate adjustment (e.g., individual-level sociodemographic characteristics, neighborhood-level racial composition). Additional research is needed to investigate potential intermediate and modifiable factors of the nSES and incident stroke association, which could serve as intervention points.

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