Political Self-Efficacy Tested

1987 ◽  
Vol 81 (2) ◽  
pp. 571-581 ◽  
Author(s):  
Douglas Madsen
Keyword(s):  
Survey Data ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Positive Sense ◽  
Democratic System ◽  
System Responsiveness ◽  
Government Responsiveness

A subset of citizens in a democratic system directly test their political self-efficacy by petitioning government for assistance of one kind or another. Drawing on survey data gathered in India in 1967, this investigation focuses on the consequences of success or failure for perceived self-efficacy and for perceived government responsiveness. The analysis demonstrates that (1) successful petitioners come to enjoy a somewhat enhanced sense of self-efficacy but do not view government as particularly responsive, (2) unsuccessful petitioners do not see themselves as inefficacious but—possibly instead—do see government responsiveness in distinctly negative terms, and, (3) the kind of evidence that can help sustain a positive sense of self-efficacy will not suffice to undergird a belief in system responsiveness.

Audit Senior Modeling Fallibility: The Effects of Reduced Error Strain and Enhanced Error-Related Self-Efficacy on Audit Juniors' Responses to Self-Discovered Errors

2019 ◽  
Vol 31 (2) ◽  
pp. 17-30 ◽  
Author(s):  
Craig Emby ◽  
Bin Zhao ◽  
Jost Sieweke
Keyword(s):  
Survey Data ◽  
Self Efficacy ◽  
Direct Relationship ◽  
Positive Association ◽  
Accounting Firms ◽  
Big 4 ◽  
The Relationship ◽  
Practical Implications

ABSTRACT This paper examines the relationship between audit seniors discussing their own experiences with committing and correcting errors (modeling fallibility), and audit juniors' thinking about errors and error communication (openly discussing their own self-discovered errors). The paper investigates the direct relationship between senior modeling fallibility and juniors' responses, and whether the relationship is mediated through error strain and error-related self-efficacy. Survey data from 266 audit juniors from two Big 4 Canadian accounting firms showed a direct positive association between audit senior modeling fallibility and audit juniors' thinking about errors, and error communication. This relationship is positively mediated through error-related self-efficacy. We also found that the relationship is mediated by error strain. However, although audit senior modeling fallibility was associated with reduced error strain, error strain was positively related to both thinking about errors and error communication, contrary to our hypothesis. The paper discusses the theoretical and practical implications of these results.

Anxiety and Coping Based on Emotions may contribute to Reduced Quality of Life in Patients with Mild Systolic Heart Failure

2018 ◽  
pp. 1-6
Keyword(s):  
Quality Of Life ◽  
Heart Failure ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Coping Styles ◽  
Nyha Class ◽  
Systolic Heart Failure ◽  
Emotional Dimension ◽  
And Coping

Aims and Scope: Perception of health related quality of life (QoL) may result from the complex interplay between the severity of the disease and the patient’s psyche. It the present study we assumed that anxiety and coping based on emotions may contribute to reduced QoL in patients with mild systolic heart failure (HF). Methods: We examined mainly males with systolic HF (almost all with ischemic etiology of HF, all classified in the NYHA class II, receiving standard pharmacological treatment). Each patient underwent a physical examination, routine laboratory tests and standard transthoracic echocardiography and completed psychological questionnaires assessing: coping styles, sense of self efficacy, acceptance of illness, optimism and the level of anxiety and QoL (by Minnesota Living with Heart Failure Questionnaire). Results: Emotion-oriented coping was strongly positively related to an overall score reflecting QoL (r=0.37) as well as to both dimensions of QoL, with exceptionally high correlation with the emotional dimension (r=0.24 and r=0.62, respectively, all p<0.05). More reduced QoL (overall score as well as scores in both analysed dimensions) was significantly (all p<0.05) but weakly (r=-0.21, r=-0.20 and r=-0.26, respectively) related to lower acceptance of the illness. Higher level of anxiety was related to more reduced QoL (all p<0.05). Reduced QoL in emotional dimension was related to the tendency to avoidance-oriented coping (r=0.26, including also a sub style based on distraction, r=0.34) as well as to lower sense of self-efficacy (r=-0.20) and lower level of optimism (r=-0.20, all p<0.05). Conclusion: The results indicate that HF patients are psychologically diverse, which is not related to disease severity. However, QoL was related to emotion-oriented coping and anxiety. Psychological support for patients with HF should be focused on teaching adequate methods of coping and reducing anxiety.

Drop a Pebble in the Water

2016 ◽  
Vol 1 (4) ◽  
pp. 263-270
Author(s):  
Kate Black ◽  
Russell Warhurst
Keyword(s):  
Self Efficacy ◽  
Business School ◽  
Curriculum Change ◽  
Sense Of Self ◽  
Field Notes ◽  
Undergraduate Thesis

This article responds to Stoten’s (2016) article in Management Teaching Review on the use of PebblePad+ (PP+) to support learning, teaching, and assessment. We examined the realities of efforts to engender curriculum change using PP+ on a large undergraduate thesis course within a U.K. business school. We analyzed 2,143 emails between the 123 supervising-faculty and the professors leading the course. Field notes supplemented these data. We have demonstrated that while 18 supervising-faculty asserted the value of the use of PP+ (14.6%), the majority of faculty (54.5%) expressed concerns about using this technology, with eight supervisors failing to use the technology at all. We propose that these latter reactions resulted from a lack of self-efficacy with technology, a perceived task–technology mismatch, and perhaps, most significant, a threatened sense-of-self as “expert” in the eyes of their students and peers. We offer three key recommendations for readers who are considering technology-mediated change.

Should I Stay or Should I Go? The Role of Impostorism in STEM Persistence

2018 ◽  
Vol 43 (2) ◽  
pp. 151-164 ◽  
Author(s):  
Karen W. Tao ◽  
Alberta M. Gloria
Keyword(s):  
Self Efficacy ◽  
Research Training ◽  
Sense Of Self ◽  
Academic Persistence ◽  
Doctoral Degree ◽  
Numerical Representation ◽  
Multiple Mediation ◽  
Training Environment ◽  
Academic Context ◽  
Representation Of Women

Impostor phenomenon or “impostorism” refers to the experience of high-achieving individuals (particularly women) who, despite being successful, attribute their accomplishments to luck, and fear being exposed as frauds. In the current study, we examined the association between impostorism and graduate student self-efficacy, perceptions of the research-training environment, and attitudes toward academic persistence of 224 women completing a science, technology, engineering, and mathematics (STEM)-related doctoral degree. As hypothesized, participants who identified more strongly with impostor characteristics reported a lower sense of self-efficacy, more negative views of their academic context, and more pessimistic outlooks toward attaining their doctorate. However, results from a multiple mediation analysis revealed that women’s levels of self-efficacy and perceptions of their doctoral environment accounted for the effects of impostorism on their attitudes about academic persistence. Also, the relation between impostorism and persistence attitudes strengthened as numerical representation of women in a STEM program increased. Results illuminate the potential role STEM departments can have on students’ persistence by developing early opportunities for research collaborations and fostering an early sense of accomplishment. Parents and teachers might also draw from our findings to develop strategies to inoculate younger students from the insidious effects of gender-based stereotypes. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

scholarly journals Play, Playfulness, and Self-Efficacy: Parental Experiences with Children on the Autism Spectrum

2018 ◽  
Vol 2018 ◽  
pp. 1-10 ◽  
Author(s):  
Rosa Román-Oyola ◽  
Verónica Figueroa-Feliciano ◽  
Yoliannie Torres-Martínez ◽  
Jorge Torres-Vélez ◽  
Keyshla Encarnación-Pizarro ◽  
...  
Keyword(s):  
Internal Control ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Phenomenological Study ◽  
Sense Of Self ◽  
Occupational Therapists ◽  
Comparison Method ◽  
Autism Spectrum ◽  
Parental Experiences ◽  
Coaching Strategies

Background. Play serves as an essential medium for parent-child interaction; however, engaging children with ASD through play can be a challenge for parents.Purpose. The purpose of this phenomenological study was to explore the perspectives of parents with children on the autism spectrum regarding play experiences and self-efficacy during play encounters.Method. Semistructured interviews were administered to 8 parents of children 3–7 years of age with ASD. The analysis was guided by the constant comparison method.Findings. Parental narratives denoted playful experiences reflecting components of Skard and Bundy’s model of playfulness. The facilitation of framing and suspension of reality were generally more challenging than facilitating intrinsic motivation and internal control. Participants associated self-efficacy during play with their perceived ability to interact with their child and with positive emotions experienced during play. Fathers generally derived a greater sense of self-efficacy from play encounters than mothers, and this was explained by differences in fathers’ and mothers’ motivations for playing. Mothers were motivated to play for outcome-oriented reasons (e.g., promote the child’s progress) whereas fathers’ motivations depicted greater emotional emphasis, reflecting a better match between motivation and perceived indicators of efficacy during play.Conclusion. The results suggest that a good match between motivation for playing and perceived indicators of efficacy during play is important for a parental sense of self-efficacy. Occupational therapists should utilize coaching strategies to increase parents’ understanding of play and playfulness and how they can affect a sense of parental self-efficacy.

scholarly journals Cultivating Problem-Solving Scholar-Practitioners: Impact of One CPED Program on Leader Self-Efficacy

2020 ◽  
Vol 19 (11) ◽  
pp. 1-23
Author(s):  
Nancy Akhavan ◽  
Nichole Walsh ◽  
Janeen Goree
Keyword(s):  
Educational Leadership ◽  
Self Efficacy ◽  
Single Case ◽  
Sense Of Self ◽  
Doctoral Program ◽  
Program Completion ◽  
Qualitative Inquiry ◽  
Daily Work ◽  
Problems Of Practice

This single case study is a qualitative inquiry into the cultivation of doctoral candidates and graduates on their efficacy as leaders in using inquiry as to approach problems of practice in daily work. The study examined a doctoral program in educational leadership at one large public university in California, USA. The case study methods included artifact analysis, an examination of field notes, and semi-structured one-on-one phone interviews. The data analysis of all sources revealed three themes related to participants’ leader self-efficacy in using scholarly inquiry on problems of practice in the field. Findings indicate that the participants grew in their leader self-efficacy, transformed, and confident in their sense of self as an educational scholar-practitioner to enact change. As a result of their experience in a Carnegie Project on the Education Doctorate (CPED) program, graduate participants also highlight the focus on inquiry processes to solve problems of practice as vital to educational leadership. Conclusions highlight considerations for similar programs when evaluating how they prepare graduates to impact education beyond coursework. Further research should emphasize how programs are addressing problems of practice for social justice to impact educational leaders in the field upon program completion.

scholarly journals SENSE OF SELF-EFFICACY AND STYLES OF COPING STRESS OF YOUNG SPECIAL NEEDS TEACHERS

2017 ◽  
Vol 3 ◽  
pp. 29
Author(s):  
Anna Katarzyna Czyż
Keyword(s):  
Special Needs ◽  
Standardized Tests ◽  
Self Efficacy ◽  
Sense Of Self ◽  
People With Disabilities ◽  
Stressful Situation ◽  
Coping With Stress ◽  
Polish Adaptation

The author presented the results of research on the sense of self- efficacy and styles of coping with stress young special needs teachers, who take cooperation with people with disabilities, and who are obliged to cope with adversity and to help in the fight against distress their dependents. Research conducted in quantitative strategies, using the normalized and standardized tests: GSES - Generalized Self - Efficacy Scale by Schwarcer and Jerusalem in Polish adaptation by Schwarcer, Jerusalem and Juczyński, and CISS - Coping Inventory for Stressful Situation by Endler and Parker, in Polish adaptation by Strelau, Jaworowski, Wrześniewski and Szczepaniak from 2009.

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