scholarly journals Aggressiveness in Judokas and Team Athletes: Predictive Value of Personality Traits, Emotional Intelligence and Self-Efficacy

2022 ◽  
Vol 12 ◽  
Author(s):  
Nemanja Stanković ◽  
Dušan Todorović ◽  
Nikola Milošević ◽  
Milica Mitrović ◽  
Nenad Stojiljković
Keyword(s):  
Emotional Intelligence ◽  
Personality Traits ◽  
Martial Arts ◽  
Predictive Value ◽  
Self Efficacy ◽  
Team Sports ◽  
Future Research ◽  
Research Findings ◽  
Judo Athletes ◽  
General Self Efficacy

Combat sports and martial arts are often associated with aggressiveness among the general public, although data on judo and/or martial arts and aggressiveness seem to be unclear. This research aims to compare athletes who have trained judo for a prolonged time (minimum 5 years) and athletes from various team sports, primarily regarding the manifestation of aggression, but also regarding personality traits, emotional intelligence, and self-efficacy. Also, the potential predictive value of personality traits, emotional intelligence, and self-efficacy for aggression within subsamples of judokas and team athletes was tested. The research findings showed that professional judo athletes are characterized by a low degree of aggression, especially low indirect and physical manifestations of aggression. In addition, the personality traits Honesty-Humility and Openness to experience are well expressed, contrary to Emotionality and Extraversion, which are less pronounced. They are also characterized by moderate general self-efficacy. On the other hand, members of team sports produced the opposite results, as they are characterized by increased aggression, pronounced traits of Emotionality and Extraversion, somewhat less pronounced traits of Honesty-Humility, Openness to new experience, and less pronounced general self-efficacy. The percentage of explained variability of aggression is slightly higher in the subsample of team sports and constitutes 49.9% of the variability, while in the subsample of judokas it constitutes 47.8% of the variability of the criteria. Practical implications, limitations, and future research directions were discussed.

scholarly journals DISPOSITIONAL TRAITS AS PREDICTORS OF SELF-EFFICACY

2020 ◽  
pp. 32-44
Author(s):  
Elena Lisá ◽  
Keyword(s):  
Personality Traits ◽  
Achievement Motivation ◽  
Self Efficacy ◽  
Predictive Power ◽  
Career Decision ◽  
Self Control ◽  
Personality Theory ◽  
Domain Specific ◽  
Specific Career ◽  
General Self Efficacy

Introduction: We started from Bandura's theory of self-efficacy, the onion model of achievement motivation according to Schuler & Prochaska, and the 5-factor personality theory by Costa & McCrae. The study aimed to analyze the predictive power of achievement motivation and personality traits on general self-efficacyand domain-specific career decision self-efficacy. We expected the more significant relationship of stable personality characteristics with general self-efficacy than with specific-domain career decision self-efficacy. Methods: 690adult participants (university students and working adults) completed a career decision self-efficacy questionnaire,and 268of them a general self-efficacy scale. All participants also fulfilled an achievement motivation questionnaire and afive-factor personality theory questionnaire. Results: All five personality traits, combined with four dimensions of achievement motivation (dominance, confidence in success, self-control, and competitiveness) explain 61% of general self-efficacy variability. Extraversion, agreeableness, andconscientiousness with six achievement motivation dimensions (dominance, engagement, confidence in success, fearlessness, competitiveness, and goal setting) explain 42.5% of career decision self-efficacy variability. Discussion: Stable traits and achievement motivation dimensions had more significant predictive power on general self-efficacy than on domain-specific career decision self-efficacy. For further research, there is a suggestion about a theoretically and empirically integrated model of dispositional and social-cognitive approaches.

The Joint Roles of Career Decision Self-Efficacy and Personality Traits in the Prediction of Career Decidedness and Decisional Difficulty

2018 ◽  
Vol 27 (3) ◽  
pp. 457-470 ◽  
Author(s):  
Lee T. Penn ◽  
Robert W. Lent
Keyword(s):  
Decision Making ◽  
Personality Traits ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Model ◽  
Career Decision ◽  
Future Research ◽  
Career Decision Making ◽  
The Social ◽  
Social Cognitive Model

We examined the differential roles that career decision-making self-efficacy and the Big Five traits of neuroticism, extroversion, and conscientiousness may play in relation to career decision status and decisional difficulty. Following assumptions of the social cognitive model of career self-management, we hypothesized that the relations of the personality traits to level of decidedness and choice/commitment anxiety (CCA), a key source of indecision, would be mediated by self-efficacy. We also examined the possibility that the traits could function to moderate the relation of self-efficacy to the dependent variables. Employing a sample of 182 undergraduates, we found support for a mediational model in which each of the personality traits relates to self-efficacy which, in turn, predicts CCA and decidedness. In addition, conscientiousness was found to moderate the relation of career decision-making self-efficacy to CCA, and extroversion moderated the relation of self-efficacy to decidedness. We consider the findings in relation to the social cognitive model and discuss their implications for future research and career decision-making interventions.

scholarly journals Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

2020 ◽  
Vol 12 (10) ◽  
pp. 3950
Author(s):  
David Aparisi ◽  
Lucía Granados ◽  
Ricardo Sanmartín ◽  
María Carmen Martínez-Monteagudo ◽  
José Manuel García-Fernández
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Teachers ◽  
Lower Probability ◽  
School Teachers ◽  
Different Dimensions ◽  
Mood Scale ◽  
The Relationship ◽  
General Self Efficacy

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

scholarly journals Assessing the Effect of General Self-efficacy on Academic Achievement Using Path Analysis: A Preliminary Study

2021 ◽  
Vol 3 (4) ◽  
pp. 18-24
Author(s):  
Abdelouahed Bouih ◽  
Bendaoud Nadif ◽  
Driss Benattabou
Keyword(s):  
Academic Achievement ◽  
Direct Effect ◽  
Self Efficacy ◽  
Positive Impact ◽  
Strong Association ◽  
Efficacy Beliefs ◽  
Path Model ◽  
Future Research ◽  
Gender Based ◽  
General Self Efficacy

Although self-efficacy is a construct born originally out of and into the field of psychology, its importance and relevance extend de facto outside its original field of research to span multiple closely related disciplines including, but in no way limited to, applied linguistics and educational psychology mainly for its demonstrably strong association to a vast range of language-related educational phenomena. In the present study, we set out to examine, by means of the Spearman correlational test and through the construction of a direct effect model, the relationship between general self-efficacy beliefs and academic achievement. For this, we used responses of one hundred and thirty-eight (N = 138) EFL students of undergraduate and graduate levels from numerous universities across different regions in Morocco. Findings show a very moderate significant correlation between self-efficacy and academic achievement as measured by GPA. Further, a constructed direct-effect path model showed a significant positive impact of self-efficacy on academic achievement, substantiating further the existing link between the two constructs. In addition, a gender-based comparison in terms of self-efficacy using an independent sample t-test revealed that females reported higher self-efficacy beliefs than their male counterparts. Finally, we conclude with a summary of the study and some recommendations for future research.

scholarly journals Development and validation of the Adolescent Asthma Self-Efficacy Questionnaire (AASEQ)

2019 ◽  
Vol 54 (1) ◽  
pp. 1801375 ◽  
Author(s):  
Simone Holley ◽  
Rebecca Knibb ◽  
Sue Latter ◽  
Christina Liossi ◽  
Frances Mitchell ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Symptom Management ◽  
Healthcare Professionals ◽  
Asthma Management ◽  
Reliability And Validity ◽  
Self Management ◽  
Future Research ◽  
The Impact ◽  
General Self Efficacy ◽  
Item Scale

Perceived self-efficacy is the belief that one can manage prospective situations. Good asthma self-management self-efficacy is associated with better asthma outcomes. However, a well-developed and validated tool to measure adolescent asthma self-management self-efficacy is lacking. Our objective was to develop and validate an Adolescent Asthma Self-Efficacy Questionnaire (AASEQ).The first stage of the study included a review of the literature, interviews with adolescents with asthma and consultations with parents and relevant healthcare professionals to develop a prototype scale. To assess reliability and validity, a further group of adolescents completed the prototype scale, the General Self-Efficacy Scale and KidCOPE (measures coping styles). Retesting was undertaken to assess longitudinal validity.Interviews with 28 adolescents and consultations with other stakeholders resulted in a 38-item prototype scale. Key themes were medication, symptom management, triggers, knowledge, attitude and beliefs around asthma, supportive relationships, schools and healthcare professionals. The prototype scale was completed by 243 adolescents. Factor and reliability analysis reduced it to a 27-item scale with four subsections: symptom management; medication; friends, family and school; and asthma beliefs. The 27-item scale had respectable to excellent internal consistency (α's 0.78–0.91) with results that were stable over time (intra-class correlation=0.82) in 63 subjects who completed it twice. Better adolescent asthma self-efficacy was associated with better general self-efficacy and indices of better asthma management.The AASEQ is a reliable and valid tool that is likely to aid future research and practice focused on adolescent asthma self-management and could be a useful intermediate outcome measure to assess the impact of behavioural interventions.

New trend of authentic leadership skills in nursing education: The key role of perfectionism and self-efficacy

2020 ◽  
Author(s):  
Mariusz Jaworski ◽  
Mariusz Panczyk ◽  
Anna Leńczuk-Gruba ◽  
Agnieszka Nowacka ◽  
Joanna Gotlib
Keyword(s):  
Nursing Education ◽  
Personality Traits ◽  
Self Efficacy ◽  
Authentic Leadership ◽  
Leadership Skills ◽  
Personal Variables ◽  
Authentic Leadership Questionnaire ◽  
Beta Coefficient ◽  
General Self Efficacy

Abstract Background: In the literature the need to shape leadership skills in nursing in the process of education is stressed. In order for it to be effective, actions need to be undertaken including some personality traits which may frequently be observed in students of nursing (e.g. perfectionism and self-efficacy). The role of personality traits in acquiring leadership skills is not recognized well. The aim of the study was determining whether perfectionism may be treated as a mediator between the feeling of one’s own efficacy, and authentic leadership skills in students of nursing.Methods: The group of people studied consisted of 615 students of nursing (Women = 96.3%, n=592; Men = 3.7%, n=23), who made up 67.51 % all students of the discipline. The following research tools were used: Authentic Leadership Questionnaire, Almost Perfect Scale-Revised (APS-R), and General Self-Efficacy Scale (GSES).Results: The level of perfectionism is a significant mediator of relations between self-efficacy (GSES) and the level of authentic leadership (Sobel Test: t = 6.958; p = 0.000). The relation, without a mediating factor, is positive, and standardized beta coefficient for the feeling of own efficacy totals beta = 0.470 (p = 0.000), while in the presence of a mediator the strength of the correlation is smaller and amounts to beta = 0.366 (p = 0.000).Conclusions: Taking into account personal variables (perfectionism and self-efficacy) in the process of shaping skills is of key importance. In order to increase the efficacy, the programs of teaching these skills should include mutual relation between perfectionism and self-efficacy.

School Counselors’ Emotional Intelligence and Its Relationship to Leadership

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298 ◽  
Author(s):  
Patrick R. Mullen ◽  
Daniel Gutierrez ◽  
Sean Newhart
Keyword(s):  
Emotional Intelligence ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Future Research ◽  
Leadership Experiences ◽  
School Counselor Leadership ◽  
The Relationship

In this investigation, we examined the relationship between emotional intelligence, leadership self-efficacy (LSE), self-leadership, and leadership experiences among a sample of practicing school counselors. School counselors who reported higher levels of emotional intelligence also reported greater LSE, self-leadership, and leadership experiences. We discuss the implications of these findings for the practice of school counseling and potential future research on school counselor leadership.

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