The Relationship of Self-Efficacy, Self-Regulation, and Collaborative Verbal Behavior with Grades: Preliminary Findings

1995 ◽  
Vol 77 (3) ◽  
pp. 971-978 ◽  
Author(s):  
Shirley C. Feldmann ◽  
Manuel Martinez-Pons ◽  
Dan Shaham
Keyword(s):  
Verbal Behavior ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Self Regulated Learning ◽  
School Year ◽  
Computer Course ◽  
Relationship Of ◽  
The Relationship

In this study, we sought preliminary information about the relationships among measures of self-efficacy, self-regulation, collaborative learning behavior, and grades. The collaborative verbal behavior of 20 students in a computer course was observed. Also, students responded to a questionnaire to assess their academic self-efficacy. A teacher rated each student's self-regulated learning behaviors. The measures were taken at various points throughout the school year, and the data were analyzed using path analysis. Although students scoring higher on self-regulation tended to score higher also on the measures of collaborative verbal behavior than did those who scored lower on self-regulation, scores on self-regulation rather than on verbal engagement were correlated with grades. The findings were discussed in the light of social cognitive theory and recommendations were made for further study.

Financial Self-Efficacy and the Saving Behavior of JFCP_29_2_A15_357-368-Retirees

2018 ◽  
Vol 29 (2) ◽  
pp. 357-368 ◽  
Author(s):  
Sarah D. Asebedo ◽  
Martin C. Seay
Keyword(s):  
Older Workers ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
The Social ◽  
Saving Behavior ◽  
Financial Characteristics ◽  
The Relationship ◽  
Retirement Study

This study investigates the relationship between financial self-efficacy (FSE) and saving behavior within a sample of 847 U.S. pre-retirees aged 50 to 70 from the Health and Retirement Study. In accordance with the social cognitive theory of self-regulation, results revealed that FSE is positively related to saving behavior after controlling for sociodemographic attributes, financial characteristics, and saving motives. Understanding how FSE contributes to saving behavior is critical as older workers attempt to bridge the retirement saving gap. Financial counselors and planners can help this population save by cultivating and supporting clients’ FSE throughout the financial planning and counseling process.

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.

scholarly journals Keeping an Insecure Career under Control: The Longitudinal Interplay of Career Insecurity, Self-Management, and Self-Efficacy

2020 ◽  
Author(s):  
Aida Alisic ◽  
Bettina S. Wiese
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Early Career ◽  
Self Management ◽  
Mediation Analyses ◽  
Work Related ◽  
Random Intercept ◽  
Career Research

Career insecurity is a central topic in career research because many career paths are characterized by high levels of uncertainty. In academia, individuals face not only high levels of insecurity in the early career phase but also the responsibility of managing their careers by themselves. Building on the motivational theory of life-span development and the social cognitive theory of self-regulation, this longitudinal study investigates the relationship between perceived career insecurity, work-related self-management, and occupational self-efficacy beliefs based on a sample of 3,118 PhD students and PhD holders. We employed the random intercept cross-lagged panel model (RI-CLPM) to separate between-person effects from within-person effects across eight measurement points (6-month time intervals). At the between-person level, career insecurity was negatively correlated with self-management and self-efficacy. At the within-person level, (a) increases in self-management and self-efficacy predicted decreases in subsequent career insecurity, and (b) increases in career insecurity predicted decreases in subsequent self-management and self-efficacy. Mediation analyses showed self-management to reduce career insecurity via increases in self-efficacy.

scholarly journals An Online Physical Activity Intervention for Youth With Physical Disabilities: A Pilot Study

2021 ◽  
Vol 2 ◽  
Author(s):  
Ritu Sharma ◽  
Amy E. Latimer-Cheung ◽  
John Cairney ◽  
Kelly P. Arbour-Nicitopoulos
Keyword(s):  
Physical Activity ◽  
Pilot Study ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Physical Disabilities ◽  
Self Regulation ◽  
Implementation Fidelity ◽  
Post Intervention ◽  
Feedback Questionnaire

Background: Physical activity (PA) interventions are limited in number and reach for youth with physical disabilities (YPD) who experience systemic barriers that may preclude their in-person participation. Further, a lack of theory in the development and evaluation of PA interventions impedes our understanding and replication of active components of behavior change. These limitations pose challenges in the effective promotion of PA in YPD. Theory-based and more inclusive methods of PA intervention delivery must be explored in our efforts to promote PA and overall health in YPD.Methods: A pilot study was conducted to evaluate the feasibility and outcomes of an online, 4-week social cognitive theory-based PA intervention for YPD. Intervention feasibility (implementation fidelity, intervention compliance, and intervention acceptability) was evaluated through manual documentation, weekly feedback questionnaires, and open-ended feedback at 1-month post-intervention. Targeted social cognitive (outcome expectations, self-efficacy [task, self-regulatory, barrier] and self-regulation) and PA behavior outcomes were self-reported at baseline and 1-week and 1-month post-intervention.Results: Sixteen YPD (Mage = 17.4 ± 2.7 years, 69% female) completed the study. Intervention feasibility was supported by high implementation fidelity (100%), high intervention compliance (>90%), and positive ratings on indicators of acceptability for all weeks of the intervention (weekly feedback questionnaire means ranging from 5.74 to 6.19 out of 7). Through open-ended feedback, participants indicated the intervention was easy to use and understand, favorably shifted their self-awareness and personal meaning of PA, and provided value and potential for future use pertaining to the learned self-regulation skills and strategies. Participants also provided formatting and content recommendations for intervention improvement. Repeated measures ANOVAs showed significant and large effect sizes for changes in participants' task (p = 0.01, n2p = 0.28) and barrier (p = 0.02, n2p = 0.24) self-efficacy, goal-setting and planning and scheduling behaviors (ps < 0.001, n2ps = 0.42), and self-reported PA behavior (p = 0.02, n2p = 0.26).Conclusions: An online PA intervention for YPD is feasible and may offer potential benefit through the enhancement of self-efficacy, self-regulation, and PA behavior. Continued research is necessary to understand the efficacy and longer-term outcomes of online, theory-based interventions for YPD as a PA promotion strategy.

scholarly journals Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

2011 ◽  
Vol 31 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene Russ-Eft
Keyword(s):  
Student Learning ◽  
Social Cognitive Theory ◽  
Learning Outcomes ◽  
Academic Advising ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Learning Outcomes ◽  
Self Regulated Learning ◽  
Regulated Learning

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

scholarly journals Assessing Academic Advising Outcomes Using Social Cognitive Theory: A Validity and Reliability Study

2012 ◽  
Vol 32 (2) ◽  
pp. 68-84 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene F. Russ-Eft
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Survey ◽  
Validity And Reliability ◽  
Post Intervention ◽  
Academic Planning ◽  
Self Regulated Learning ◽  
Regulated Learning

The validity and reliability of three instruments, the Counselor Rubric for Gauging Student Understanding of Academic Planning, micro-analytic questions, and the Student Survey for Understanding Academic Planning, all based on social cognitive theory, were tested as means to assess self-efficacy and self-regulated learning in college academic planning. The rubric assessed pre- and post-intervention self-regulated learning of academic-planning strategy levels. The micro-analytic questions assessed self-regulated learning during forethought and self-reflection phases. Post-intervention self-efficacy in academic planning and retrospectively evaluated pre-intervention self-efficacy were measured by the survey. All three instruments showed strong validity and reliability, but the survey did not distinguish between different self-efficacy challenge levels.

scholarly journals The Analisis Faktor Perilaku Konsumsi Remaja Terhadap Makanan Cepat Saji (Studi Aplikasi Social Cognitive Theory)

2021 ◽  
Vol 12 (2) ◽  
pp. 239
Author(s):  
Nadhifa Salsabilla ◽  
Muji Sulistyowati
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Random Sampling ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Self Regulation ◽  
Stratified Random Sampling ◽  
Cross Sectional

Konsumsi makanan cepat saji pada remaja dianggap sebagai hal sepele yang biasa dilakukan. Namun, dampak yang akan dirasakan berupa gangguan kesehatan dalam jangka waktu pendek maupun jangka panjang, seperti obesitas. Salah satu sekolah di Surabaya yang memiliki angka kejadian obesitas cukup tinggi yakni SMAN 2 Surabaya. Tujuan penelitian ini untuk menganalisis faktor perilaku yang berhubungan dengan konsumsi makanan cepat saji pada remaja menggunakan studi aplikasi Social Cognitive Theory. Penelitian ini merupakan penlitian observasional analitik dengan desain penelitian cross sectional. Populasi penelitian ini adalah siswa kelas X dan XI SMAN 2 Surabaya dengan penarikan sampel menggunakan stratified random sampling sebanyak 102 orang. Pengumpulan data menggunakan kuisioner yang dibagikan secara online. Variabel independen penelitian ini adalah karakteristik individu, self efficacy, pengetahuan, self regulation, dukungan keluarga, dukungan teman sebaya, dan paparan informasi. Sedangkan variabel dependen yaitu tindakan konsumsi makanan cepat saji pada remaja. Pengolahan dan analisis data menggunakan uji Kruskal Wallis. Hasil penelitian menunjukkan bahwa terdapat hubungan antara uang saku (p = 0,015), self regulation (p = 0,047), dan dukungan orangtua (p = 0,038) (p<0,05). Namun, pada variabel lainnya tidak terdapat hubungan dengan tindakan mengonsumsi makanan cepat saji. Penelitian ini diharapkan dapat memberikan kontribusi kepada pihak sekolah maupun Puskesmas setempat dalam melakukan pencegahan obesitas pada remaja.

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