scholarly journals Psychological Constructs as Predictors of Strength Gains in a Strength Training Course

2019 ◽  
Vol 16 (1) ◽  
pp. 41-48
Author(s):  
Kathrine Hadley ◽  
Joanna Morrissey
Keyword(s):  
Strength Training ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Exercise Adherence ◽  
Well Being ◽  
Perceived Competence ◽  
Outcome Expectancy ◽  
Future Research ◽  
Psychological Constructs ◽  
Training Course

Strength training has many benefits, both affective and physical health-related. However, little research has been done on the psychological constructs that play an important role in exercise adherence, maintenance, and outcomes regarding strength training specifically. The purpose of this study was to examine self-efficacy (SE), perceived competence (PC), and outcome expectancy (OE), several of the key psychological constructs, as predictors of strength gains in a strength training course. It was hypothesized that the changes in participants’ measures of SE, PC, and OE from baseline to post-training would predict participants’ actual strength gains, but not the levels of SE, PC, and OE at baseline and post-training independently. Participants (n=20; 50% 20-21 years old, 40% 22-24 years old, 10% 25 years or older; 60% female, 40% male; 45% Caucasian, 30% Hispanic/Latino, 20% multiracial, 5% Asian/Pacific Islander) in a 15-week strength training technique (STT) course completed a battery of psychological questionnaires assessing SE, PC, and OE in addition to fitness tests consisting of a vertical jump test, an estimated one repetition maximum bench press and a back squat at baseline, mid- and post-training. One-way repeated measures ANOVA was used to examine differences in SE, PC, and OE at baseline, mid-, and post-training. Spearman correlation and multiple regression analyses were used to determine the predictive specificity of baseline, mid-, post-training levels, and changes in SE, PC, and OE on strength gains. ANOVA results show a significant time effect, as there was a significant increase in all three variables over time, suggesting that course participation increased students’ SE, OE, and PC about strength training. Baseline scores, post-training scores, and changes in SE, PC, and OE were not significant predictors of changes in strength or power scores. These results suggest that while an instructor-led STT course may increase SE, OE, and PC for individuals with varying strength training experience and positively influence college students’ well-being, these psychological constructs may not predict strength gains. Future research should examine possible predictive factors for strength training outcomes in larger, more heterogeneous populations. KEYWORDS: StrengthTraining; Self-Efficacy; Perceived Competence; Outcome Expectancy; Psychological Constructs; Kinesiology; Strength and Conditioning; Resistance Training

scholarly journals Initial Development of the Early Intensive Behavioral Intervention Parental Self-Efficacy Scale: A Pilot Study

2017 ◽  
Vol 2017 ◽  
pp. 1-11
Author(s):  
Aaron Blocher-Rubin ◽  
Paige Krabill
Keyword(s):  
Pilot Study ◽  
Behavioral Intervention ◽  
Self Efficacy ◽  
Well Being ◽  
Future Research ◽  
Early Intensive Behavioral Intervention ◽  
Clinical Tool ◽  
Initial Development ◽  
Intensive Behavioral Intervention ◽  
New Instrument

Early Intensive Behavioral Intervention (EIBI) is an effective treatment for children with autism. However, it is known that some parents struggle to fully implement the program, and providers are not always able to identify the specifics of each family’s individualized challenges. The purpose of this pilot study was to begin the process of developing a new instrument, the EIBI Parental Self-Efficacy (EPSE) Scale, to help providers better assess and assist parents in regard to EIBI implementation. The methodology included four phases: scale construction, expert review, pretest administration, and a large sample pilot study (N = 192). The final 29-item EPSE Scale contained strong reliability properties (Cronbach’s alpha = .900). Factor analysis established five subscales: Family Well-Being, Preparing for Successful Sessions, Team Participation, Not Giving Up, and Working with your Child. Following this pilot study, future research is recommended to refine and validate the EPSE Scale as a useful clinical tool for EIBI providers.

scholarly journals Evaluation of a Workplace Health and Wellbeing Training Course Delivered Online and Face-To-Face

2018 ◽  
Vol 15 (11) ◽  
pp. 2422 ◽  
Author(s):  
Zenobia Talati ◽  
Emily Davey ◽  
Carly Grapes ◽  
Trevor Shilton ◽  
Simone Pettigrew
Keyword(s):  
Repeated Measures ◽  
Relative Effectiveness ◽  
Perceived Competence ◽  
Perceived Usefulness ◽  
Workplace Health ◽  
Face To Face ◽  
Training Course ◽  
Health And Wellbeing ◽  
The Face ◽  
Potential Benefits

Organisations may benefit from training champions to promote healthy workplace environments and initiatives. This study compared the perceived usefulness and relative effectiveness of an employee training course offered via online and face-to-face formats. Individuals who took part in the training course were assessed on their perceived competence and confidence to implement changes pre- and post-training. Repeated measures Analysis of Variance (ANOVA) and a t-test were conducted to test for significant differences between pre- and post-training scores and/or mode of training, respectively. Although the face-to-face training course was rated as slightly more useful, there were no significant differences between the two modes of training for the other dependent variables, and both modes led to significantly greater perceived competence and confidence post-training. These findings demonstrate the potential benefits of training employees to implement changes in their workplaces.

scholarly journals Are Coping Strategies with Well-Being in Deaf and Blind Parents Related?

2021 ◽  
Vol 11 (4) ◽  
pp. 1422-1439
Author(s):  
Maria Luisa Indiana ◽  
Elisabetta Sagone ◽  
Salvatore Luciano Orazio Fichera
Keyword(s):  
Social Support ◽  
Life Satisfaction ◽  
Coping Strategies ◽  
Self Efficacy ◽  
Satisfaction With Life ◽  
Well Being ◽  
Sensory Loss ◽  
Future Research ◽  
Psychological Well Being ◽  
Deaf Parents

The main purpose of this cross-sectional study, carried out with deaf parents and blind parents, is to analyze the association of coping strategies, life satisfaction, well-being, and generalized self-efficacy, compared to a group of parents without a sensory loss. The Coping Orientation to Problems Experienced, Satisfaction with Life, Generalized Self-efficacy, and Psychological Well-Being scales were applied. Results indicate that: (1) deaf parents and blind parents search for social support, use avoidance, and turn to religion more than those without a sensory loss; (2) deaf parents are more satisfied with life than blind parents and those without a sensory loss; (3) deaf parents and blind parents perceive themselves as less efficacious than those without a sensory loss; (4) deaf parents and blind parents report lower psychological well-being (autonomy and personal growth) than those without a sensory loss, except for self-acceptance. Searching for social support and turning to religion are negatively associated with life satisfaction in deaf parents and those without a sensory loss; further, these coping strategies (together with avoidance) affect the psychological well-being of deaf parents and parents without a sensory loss. Future research could investigate deeper into the effects of these dimensions on well-being and the styles of parenting in these families.

scholarly journals Psychological Capital and Core Self-Evaluations in the Workplace: Impacts on Well-Being

2018 ◽  
Vol 10 (2) ◽  
pp. 15 ◽  
Author(s):  
Annita Gibson ◽  
Richard Hicks
Keyword(s):  
Job Satisfaction ◽  
Self Efficacy ◽  
Psychological Capital ◽  
Well Being ◽  
Temporary Employment ◽  
Working Environment ◽  
Future Research ◽  
Psychological Well Being ◽  
Employment Conditions ◽  
Core Self

The uncertainty of today’s working environment, including prevalence of temporary employment conditions in many industries, has affected the psychological well-being of people in the workforce. Psychological well-being affects all aspects of a person’s life, including: pleasure, job satisfaction and fulfilment, and life meaning (Seligman, 2002). Previous studies have investigated how Psychological Capital (PsyCap) and Core Self-evaluations (CSE) are positively related to job satisfaction and performance, but there is little research on the relationships of PsyCap and CSE with psychological well-being (PWB). This present study explored the relationships among PsyCap, CSE, and PWB in a convenience workplace sample of 121 Australian working adults. Results revealed that both PsyCap (involving hope, optimism, resilience and self-efficacy) and CSE (involving evaluations of one’s own locus of control, self-esteem, generalised self-efficacy, and adaptive vs ‘neurotic’ behaviour) were separately positive predictors of wellbeing, consistent with previous studies. There were overlaps in concepts but both PsyCap and CSE together predicted higher levels of well-being than either alone, and CSE was found to be a partial mediator between PsyCap and well-being indicating that both elements were needed in prediction of well-being. Practical implications include that PsyCap and CSE measures can be used together in the workplace in assessment, selection, training and development to help improve the quality of health and well-being of employees.  Limitations and future research directions are indicated.

Improving Career Decision Self-Efficacy and STEM Self-Efficacy in High School Girls: Evaluation of an Intervention

2017 ◽  
Vol 46 (1) ◽  
pp. 62-76 ◽  
Author(s):  
Lia D. Falco ◽  
Jessica J. Summers
Keyword(s):  
High School ◽  
Treatment Group ◽  
Career Counseling ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Group Intervention ◽  
Career Decision ◽  
Analysis Of Covariance ◽  
Future Research ◽  
Control Group

This study evaluated whether a career group intervention that incorporates the four sources of self-efficacy and addresses perceived career barriers is effective at improving the career decision self-efficacy and science, technology, engineering, and mathematics (STEM) self-efficacy for adolescent girls. Of the 88 girls in our study, 42 students were Latina and 46 were White, 40 were freshman, and 48 were sophomores attending the same high school. From this sample, 44 of these girls participated in a 9-week treatment group. Using repeated measures analysis of covariance with ethnicity and grade as covariates, results indicated that, compared with the control group ( n = 44), participants in the treatment group improved significantly on variables of career decision self-efficacy and STEM self-efficacy and increased those gains at 3-month follow-up. The discussion focuses on implications for career counseling, limitations of the study, and future research.

Tai Chi Enhances Self-Efficacy and Exercise Behavior in Older Adults

2001 ◽  
Vol 9 (2) ◽  
pp. 161-171 ◽  
Author(s):  
Fuzhong Li ◽  
Edward McAuley ◽  
Peter Harmer ◽  
Terry E. Duncan ◽  
Nigel R. Chaumeton
Keyword(s):  
Older Adults ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Intervention Program ◽  
Tai Chi ◽  
Controlled Trial ◽  
Exercise Adherence ◽  
Exercise Behavior ◽  
Control Group ◽  
Random Effects Models

The article describes a randomized, controlled trial conducted to examine the effects of a Tai Chi intervention program on perceptions of personal efficacy and exercise behavior in older adults. The sample comprised 94 low-active, healthy participants (mean age = 72.8 years. SD = 5.1) randomly assigned to either an experimental (Tai Chi) group or a wait-list control group. The study length was 6 months, with self-efficacy responses (barrier, performance efficacies) assessed at baseline, at Week 12, and at termination (Week 24) of the study. Exercise attendance was recorded as an outcome measure of exercise behavior. Random-effects models revealed that participants in the experimental group experienced significant improvements in self-efficacy over the course of the intervention. Subsequent repeated-measures ANOVA revealed that participants’ changes in efficacy were associated with higher levels of program attendance. The findings suggest that self-efficacy can be enhanced through Tai Chi and that the changes in self-efficacy are likely to improve exercise adherence.

scholarly journals A Counseling Application as an Alternative Tool in Increasing Coping Self-Efficacy Among University Students With Academic Distress During Coronavirus Disease 2019 Pandemic in Indonesia: A Study Protocol for a Randomized Controlled Non-Inferiority Trial

2021 ◽  
Vol 12 ◽  
Author(s):  
Zahrotur Rusyda Hinduan ◽  
Miryam Wedyaswari ◽  
Ilham Phalosa Reswara ◽  
Hari Setyowibowo
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Well Being ◽  
Clinical Trial Registration ◽  
Treatment As Usual ◽  
Intention To Treat ◽  
Use Of Technology ◽  
Resilience Scale ◽  
Patient Health

The coronavirus disease 2019 (COVID-19) pandemic increased education-related distress among University students globally, including in Indonesia. Psychological factors, such as academic demands, limited opportunity to meet their peers, problematic use of technology, and domestic problems, influenced the well-being of the students, leading to poor academic performance. A mobile-based counseling application was developed to address the distress among University students. The application was meant to reach students living remotely to enable them to access psychological assistance. Therefore, the purpose of this study was to describe a protocol aimed to evaluate the equivalence of the application when compared to the Treatment-As-Usual (TAU) in increasing the coping self-efficacy (CSE) and resilience of students as well as in decreasing their level of depression. A two-armed parallel randomized control non-inferiority trial will be conducted among approximately 430 students with selected academic problems. The participants will be randomly allocated into the TAU and the intervention groups. The primary and secondary outcomes will be measured by the Indonesian versions of the Coping Self-Efficacy (CSE) Scale, the Resilience Scale (RS-14), and the Patient Health Questionnaire (PHQ-9). The data will be collected at baseline, at the end of each session, and after 3 months. The outcomes will be analyzed using repeated-measures ANOVAs, intention-to-treat, and per-protocol analysis. If proven, the application will be used as an alternative media in helping the students.Clinical Trial Registration: Thailand Clinical Trials Registry (TCTR20200530001); Date of registration: May 28, 2020.

scholarly journals Teachers’ Personality, Perfectionism, and Self-Efficacy as Predictors for Coping Strategies Based on Personal Resources

2021 ◽  
Vol 12 ◽  
Author(s):  
Elena Mirela Samfira ◽  
Ramona Paloş
Keyword(s):  
Strategic Planning ◽  
Coping Strategies ◽  
Self Efficacy ◽  
Well Being ◽  
Teaching Profession ◽  
Proactive Coping ◽  
Personal Resources ◽  
Psychological Constructs ◽  
Preventive Coping ◽  
Criterion Variables

Many psychological constructs as personality, perfectionism, and self-efficacy have been identified to have a strong contribution to teachers’ coping strategies, but how these variables collectively predict different types of coping has received little attention. The present study aimed to explore the personal resources (personality traits, perfectionistic strivings, and self-efficacy) which predict teachers’ proactive coping strategies. The sample study consisted of 284 pre-service teachers, with ages ranging from 18 to 34years old (M=19.9; SD=2.1). Four hierarchical multiple regression analyses were conducted separately for every proactive coping strategy based on personal resources as criterion variables. Results showed that conscientiousness and openness were predictors for all four coping strategies based on personal resources (proactive, reflective, strategic planning, and preventive coping), extraversion and neuroticism predicted only proactive coping strategies, and agreeableness did not predict any kind of these coping strategies. Planfulness was a predictor for reflective, strategic planning, and preventive coping strategies; striving for excellence predicted only proactive coping, and organization was a predictor only for reflective coping strategies. Self-efficacy predicted the first three proactive coping strategies but preventive coping. Because coping strategies can be learned, knowing what personal resources may help teachers to cope with stressful situations inside and outside the school, could be organized training programs to improve activity and well-being in the teaching profession.

scholarly journals Using Facebook for Improving the Psychological Well-Being of Individuals Experiencing Homelessness: Experimental and Longitudinal Study

2018 ◽  
Vol 5 (4) ◽  
pp. e59 ◽  
Author(s):  
Fran Calvo ◽  
Xavier Carbonell
Keyword(s):  
Social Skills ◽  
Longitudinal Study ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Satisfaction With Life ◽  
Well Being ◽  
Self Esteem ◽  
Psychological Well Being ◽  
Mixed Analysis ◽  
Office Software

Background Web-based social networks are a powerful communicative element and their use is increasingly widespread. Persons living in extreme social exclusion such as individuals experiencing homelessness can benefit from the positive elements of communication and relationship associated with social networking sites. Objective This study aimed to suggest the comparison of a Facebook training course and an office software course and their effect on psychological well-being in a group of individuals experiencing homelessness. Methods An experimental and longitudinal study was designed. Individuals experiencing homelessness were randomly assigned to either the Facebook group or the office software group, and their social skills, self-esteem, self-efficacy, and satisfaction with life were measured on 4 occasions: pretest, at the end of the training course, 1 month later, and 3 months later. A mixed analysis of variance of repeated measures (2×4) was performed. Results A total of 92 individuals experiencing homelessness participated in the study. The number of cases in which the 4 measurements were completed was 71 (35 in the intervention group and 36 in the control group). The mixed analysis of variance of repeated measures and the multiple regression analysis indicated a significant increase of the 4 analyzed parameters, with greater significance in the areas of social skills and self-esteem. The critical levels associated to the interaction Time×Program were significant in all variables and levels. Therefore, the scores in the 4 analyzed constructs were not equal according to the program carried out throughout the work. The effect size associated to the interaction Time×Program in the social skills scores was large (η2=0.32); in the self-esteem and self-efficacy scores, it was medium, (η2=0.13); and in the satisfaction with life scores, it was small (η2=0.09). The results of the adjustment of the different models of multiple linear regression indicate that the number of hours devoted weekly to the use of Facebook was a predictor of the increase in the scores of social skills (B=3.43, r2=.405) and self-esteem (B=.382). Age (B=.175) and self-efficacy (B=.09) were also variables, which with independence and in equal conditions, predicted self-esteem (r2=.29). Finally, self-esteem (B=.69) was also a predictor variable of the increase of satisfaction with life (r2=.195). Conclusions These findings suggest that Facebook could be a key element in homeless psychological well-being and socialization.

scholarly journals Coping with peer aggression and bullying: Antecedents, processes, and outcomes.

2020 ◽  
Author(s):  
Simon C. Hunter
Keyword(s):  
Coping Strategies ◽  
Self Efficacy ◽  
Well Being ◽  
Emotional Reactions ◽  
Future Research ◽  
Peer Aggression ◽  
Psychological Well Being ◽  
Coping Process ◽  
Challenge Control ◽  
Different Types

Conflicting results from published school-based anti-bullying initiatives have prompted psychologists to suggest that advances in tackling bullying will rely upon developing a greater understanding of the psychological processes underpinning bullying behaviour. This thesis aimed to address this issue by attempting to clarify the coping processes engaged in by pupils experiencing peer aggression or bullying. In order to achieve this aim, pupils’ use of coping strategies was examined within a transactional coping framework, where coping was conceptualised as a dynamic interaction between the person and their environment. Participants were 837 pupils (318 P5s, 306 S1s, 213 S2s; 48.4% male) attending mainstream Primary and Secondary schools in Scotland. Pupils completed a range of measures, at five different points in time, over a period of approximately 18 months. Variables measured at more than one data point included victimisation, appraisals (threat, challenge, control), coping strategy use, and psychological well-being (depression, self-esteem). Variables measured once included sociometric status of P5 pupils, self-efficacy of S1 and S2 pupils, bullying behaviour and emotional reaction to peer aggression.Five separate studies are reported, each focusing on a different aspect of the coping process: the stability and persistence of bullying; how pupils cope with different types of bullying; how pupils’ appraisals, emotions and coping strategies are related; the self-efficacy and hostile attribution biases of pupils involved in bully-victim problems; and the efficacy of coping strategies for maintaining psychological well-being and preventing subsequent bullying. Findings support the utility of the transactional coping model for examining coping among bullied pupils, and highlight the need to incorporate appraisals of, and emotional reactions to, bullying when researching coping responses. Furthermore, results indicate that different types of bullying are coped with in different ways, and that a “vicious circle” may operate where by victimisation leads to further victimisation. Such findings are discussed in relation to their potential impact upon future intervention strategies, while suggestions for future research examining pupils’ coping strategies are also considered.

Sign in / Sign up

Export Citation Format

Share Document