Plans Not Needed if You Have High and Stable Self-Efficacy: Planning Intervention and Snack Intake in the Context of Self-Efficacy Trajectories

2010 ◽  
Vol 41 (3) ◽  
pp. 91-97 ◽  
Author(s):  
Alicja Bukowska-Durawa ◽  
Catherine Haynes ◽  
Aleksandra Luszczynska
Keyword(s):  
Protective Effect ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Action Plans ◽  
Buffering Effect ◽  
Enhancing Effect ◽  
Group Assignment ◽  
Salty Snack ◽  
Over Time ◽  
Planning Intervention

Plans Not Needed if You Have High and Stable Self-Efficacy: Planning Intervention and Snack Intake in the Context of Self-Efficacy Trajectories Forming action plans is expected to move people from intention to action. We hypothesized that the effects of planning interventions may depend on changes in self-efficacy beliefs. Participants (182 nurses and midwifes, 89% women, aged 19-50) were assigned to the control or the planning intervention (three planning sessions) groups and reported their self-efficacy, sweet and salty snack intake at the baseline and four months later. The results suggest that an increase of efficacy beliefs over time augmented the effects of the planning intervention and resulted in the lowest snack intake (the enhancing effect of self-efficacy). Planning intervention also prompted lower unhealthy snacking if efficacy beliefs were decreasing (the protective effect of planning). Those who have stable-high self-efficacy were able to achieve low snack intake regardless of the group assignment (the buffering effect of 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.

scholarly journals The impact of Chinese language lessons in a virtual world on university students' self-efficacy beliefs

2012 ◽  
Vol 28 (3) ◽  
Author(s):  
Michael Henderson ◽  
Hui Huang ◽  
Scott Grant ◽  
Lyn Henderson
Keyword(s):  
Second Life ◽  
Self Efficacy ◽  
Group Analysis ◽  
Real Life ◽  
Efficacy Beliefs ◽  
Language Performance ◽  
Mastery Experiences ◽  
Collaborative Language ◽  
The Impact ◽  
Over Time

<span>It was found in the two-year study reported in this article that a single collaborative language lesson using </span><em>Second Life</em><span>can result in a statistically significant increase in student self-efficacy beliefs across a range of specific and general language skills. However, students with different 'real life' prior experience varied in the durability of their language performance beliefs over time. A between-group analysis revealed differences in the pre- and post-tests, which is explained by the specificity of the curriculum - that is, the curriculum within the </span><em>Second Life</em><span> environment, and not just the environment itself, has a significant impact on student beliefs. This helps to dispel some critics' concerns about the pedagogical value of these environments. However, a within-group analysis revealed that students with infrequent experience of the 'real life' language context increased in their beliefs, while students with frequent experiences had similar initial responses to the other students, but were more varied in their responses over time. It is proposed that these variations over time are a result of an interaction between the domain specificity of the curriculum and authenticity, or in other words, salience of the enactive mastery experiences in </span><em>Second Life</em><span> with that of 'real life'.</span>

scholarly journals Occupational Self-Efficacy as a Mediator in the Reciprocal Relationship between Job Demands and Mental Health Complaints: A Three-Wave Investigation

2021 ◽  
Vol 18 (21) ◽  
pp. 11532
Author(s):  
Jasmina Tomas
Keyword(s):  
Mental Health ◽  
Role Conflict ◽  
Self Efficacy ◽  
Role Ambiguity ◽  
Job Demands ◽  
Efficacy Beliefs ◽  
Reciprocal Relationship ◽  
Health Complaints ◽  
Mediation Effects ◽  
Over Time

The most recent version of the job demands-resources (JD–R) theory proposes that demanding working conditions and employee strain form a self-perpetuating loss cycle. By acknowledging that such cycles are detrimental for both employees and organizations, the present study aimed to contribute to enhancing the current scarce understanding regarding their explanatory mechanisms. For this purpose, it applied social cognitive theory to propose that occupational self-efficacy mediates the effects of two role stressors (i.e., role ambiguity and role conflict) on employee mental health complaints and vice versa. The hypothesized reciprocal mediation effects were tested using a three-wave full panel research design and a dataset of 917 (NT1 = 513, NT1+T2 = 122, NT1+T3 = 70, NT1+T2+T3 = 212) Croatian employees working in heterogeneous private sector industries. The results demonstrated that role conflict, but not role ambiguity, undermined employees’ beliefs in their capabilities to successfully master their jobs which, in turn, led them to experience more mental health complaints over time. Contrary to expectations, poor mental health did not lead to diminished efficacy beliefs nor, in turn, more job demands over time. Overall, the results of this study demonstrated an additional mechanism in the job demands-strain relationship and, at the same time, shed new light on the role of personal resources within the JD–R theory. Accounting for the malleable nature of employee efficacy beliefs, the study proposes several ways in which organizations can enhance occupational self-efficacy and thereby curb the causal chain linking job demands and employee strain reactions.

Personality's Correlates of Adult Development and Aging

2003 ◽  
Vol 8 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gian Vittorio Caprara ◽  
Mariagiovanna Caprara ◽  
Patrizia Steca
Keyword(s):  
Personality Traits ◽  
Adult Development ◽  
Self Efficacy ◽  
Age Groups ◽  
Well Being ◽  
Efficacy Beliefs ◽  
Cross Sectional ◽  
Education And Health ◽  
Development And Aging ◽  
And Gender

Three cross-sectional studies examined stability and change in personality over the course of life by measuring the relations linking age to personality traits, self-efficacy beliefs, values, and well-being in large samples of Italian male and female participants. In each study, relations between personality and age were examined across several age groups ranging from young adulthood to old age. In each study, personality constructs were first examined in terms of mean group differences accrued by age and gender and then in terms of their correlations with age across gender and age groups. Furthermore, personality-age correlations were also calculated, controlling for the demographic effects accrued by marital status, education, and health. Findings strongly indicated that personality functioning does not necessarily decline in the later years of life, and that decline is more pronounced in males than it is in females across several personality dimensions ranging from personality traits, such as emotional stability, to self-efficacy beliefs, such as efficacy in dealing with negative affect. Findings are discussed in terms of their implications for personality theory and social policy.

scholarly journals Engineering students’ attitudinal beliefs by gender and student division: a methodological comparison of changes over time

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Madison E. Andrews ◽  
Anita D. Patrick ◽  
Maura Borrego
Keyword(s):  
Self Efficacy ◽  
Engineering Students ◽  
Focal Point ◽  
Value Engineering ◽  
Longitudinal Analyses ◽  
Utility Value ◽  
Cross Sectional ◽  
Targeted Interventions ◽  
Significant Difference ◽  
Over Time

Abstract Background Students’ attitudinal beliefs related to how they see themselves in STEM have been a focal point of recent research, given their well-documented links to retention and persistence. These beliefs are most often assessed cross-sectionally, and as such, we lack a thorough understanding of how they may fluctuate over time. Using matched survey responses from undergraduate engineering students (n = 278), we evaluate if, and to what extent, students’ engineering attitudinal beliefs (attainment value, utility value, self-efficacy, interest, and identity) change over a 1-year period. Further, we examine whether there are differences based on gender and student division, and then compare results between cross-sectional and longitudinal analyses to illustrate weaknesses in our current understanding of these constructs. Results Our study revealed inconsistencies between cross-sectional and longitudinal analyses of the same dataset. Cross-sectional analyses indicated a significant difference by student division for engineering utility value and engineering interest, but no significant differences by gender for any variable. However, longitudinal analyses revealed statistically significant decreases in engineering utility value, engineering self-efficacy, and engineering interest for lower division students and significant decreases in engineering attainment value for upper division students over a one-year period. Further, longitudinal analyses revealed a gender gap in engineering self-efficacy for upper division students, where men reported higher means than women. Conclusions Our analyses make several contributions. First, we explore attitudinal differences by student division not previously documented. Second, by comparing across methodologies, we illustrate that different conclusions can be drawn from the same data. Since the literature around these variables is largely cross-sectional, our understanding of students’ engineering attitudes is limited. Our longitudinal analyses show variation in engineering attitudinal beliefs that are obscured when data is only examined cross-sectionally. These analyses revealed an overall downward trend within students for all beliefs that changed significantly—losses which may foreshadow attrition out of engineering. These findings provide an opportunity to introduce targeted interventions to build engineering utility value, engineering self-efficacy, and engineering interest for student groups whose means were lower than average.

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