Showcasing Dreams, Desires, Vision, Whimsy, Illusion, and Anxious Uncertainty

2020 ◽  
pp. 192-214
Author(s):  
Caroline M. Crawford ◽  
Noran L. Moffett
Keyword(s):  
Cognitive Dissonance ◽  
Self Efficacy ◽  
Traumatic Events ◽  
Psychological Approach ◽  
Short Term ◽  
Potential Growth ◽  
Psychological Balance ◽  
Past Experiences ◽  
Doctoral Candidates

Personalized journeys that reflect the development of deep-seated perseverance and determination characteristics evolve from stresses and traumatic events that may be short-term or longer-term from past experiences, yet still can impact the doctoral candidate's progression through the dissertation journey. A sensitivity towards one's own psychological balance during highly stressful and destabilized beliefs around one's self-efficacy are impactful during the dissertation, potentially subverting and undermining a doctoral candidate's ability to maintain a balanced psychological approach towards anxiety-riddled and stress-inducing cognitive dissonance and engagement. Discussions around the ability to support doctoral candidates during the dissertation journey are highlighted, including perseverance and determination characteristic strengths, weaknesses, and areas of potential growth areas of engaged development, upon the doctoral candidate's personality.

SUMBER-SUMBER RESILIENSI PADA REMAJA AKHIR YANG MENGALAMI KEKERASAN DARI ORANGTUA PADA MASA KANAK-KANAK

Psibernetika ◽  
2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Devina Calista ◽  
Garvin Garvin
Keyword(s):  
Late Adolescents ◽  
Long Term Effects ◽  
Short Term ◽  
Parental Affection ◽  
Resilience Factors ◽  
Childhood Violence ◽  
Past Experiences ◽  
The Impact ◽  
Depth Interviews

<p><em>Child abuse by parents is common in households. The impact of violence on children will bring short-term effects and long-term effects that can be attributed to their various emotional, behavioral and social problems in the future; especially in late adolescence that will enter adulthood. Resilience factors increase the likelihood that adolescents who are victims of childhood violence recover from their past experiences</em><em>,</em><em> become more powerful individuals and have a better life. The purpose of this study was to determine the source of resilience in late adolescents who experienced violence from parents in their childhood. This research uses qualitative research methods with in-depth interviews as a method of data collection. The result shows that the three research participants have the aspects of "I Have", "I Am", and "I Can"; a participant has "I Can" aspects as a source of resilience, and one other subject has no source of resilience. The study concluded that parental affection and acceptance of the past experience have role to the three sources of resilience (I Have, I Am, and I Can)</em></p><p><em> </em></p><p><strong><em>Keyword : </em></strong><em>Resilience, adolescence, violence, parents</em></p>

scholarly journals Geloof in eigen kunnen: het effect van JOBS, een groepsinterventie voor werklozen

2006 ◽  
Vol 19 (2) ◽  
Author(s):  
Veerle Brenninkmeijer ◽  
Arjan Van Houwelingen ◽  
Roland Blonk ◽  
Nico Van Yperen
Keyword(s):  
Self Efficacy ◽  
Group Intervention ◽  
Group Training ◽  
Short Term ◽  
Absolute Level ◽  
Theoretical Comparison ◽  
Short And Long Term ◽  
Job Finding ◽  
The Unemployed

Self-efficacy: the Effect of JOBS, a Group Intervention for the Unemployed Self-efficacy: the Effect of JOBS, a Group Intervention for the Unemployed Veerle Brenninkmeijer, Arjan Van Houwelingen, Roland Blonk & Nico Van Yperen, Gedrag & Organisatie, Volume 19, Juni 2006, nr. 2, pp. 97. This study is about the JOBS training, a group training for the unemployed (Vinokur, Van Ryn, Gramlich & Price, 1991) by increasing individuals' self-efficacy. First, a theoretical comparison was made between Bandura's (1977a) four sources of self-efficacy and the components of the JOBS training. Subsequently, we tested the effect of JOBS on self-efficacy in a longitudinal study among 281 JOBS participants. JOBS indeed increased the self-efficacy at both the short and long term (after one and six months). The increase on the short term was stronger among women. The increase in self-efficacy was not related to the actual job finding, but the absolute level of self-efficacy was.

Short-Term Effectiveness of Job Search Skills Training: Comparisons by Summer Work Experience Participation

2020 ◽  
Vol 64 (2) ◽  
pp. 86-96
Author(s):  
Jennifer L. Cmar ◽  
Michele C. McDonnall
Keyword(s):  
Job Search ◽  
Work Experience ◽  
Self Efficacy ◽  
Intervention Group ◽  
Search Behavior ◽  
Skills Training ◽  
Short Term ◽  
Job Search Behavior ◽  
Quasi Experimental ◽  
Foster Youths

We utilized a quasi-experimental pre-test–post-test design to assess the effects of job search skills training on job search knowledge, job search behavior, job search behavior self-efficacy, and job search outcomes self-efficacy. We also examined differences in outcomes based on participation in a vocational rehabilitation agency-sponsored summer work experience (SWE) program. Participants were 92 youth with visual impairments, ages 15 to 22 years, from three U.S. states. The intervention was an intensive job search skills training program involving 35 to 40 hr of content; 42 youth also participated in an SWE program for approximately 6 weeks. Intervention group participants significantly improved in job search knowledge, job search behavior, and job search behavior self-efficacy in contrast to comparison group participants, but results for job search outcomes self-efficacy did not differentiate the two groups. SWE participation by itself was related to increases in both self-efficacy measures, and participation in the intervention plus the SWE was related to larger increases in job search behavior self-efficacy. Results indicate that job search skills training and SWE programs may have differential effects on short-term outcomes. Rather than finding jobs for youth, practitioners could foster youths’ competence, confidence, and preparation for the future by teaching job search skills and encouraging independent job-seeking.

Teaching Metacognition Experientially

2017 ◽  
Vol 44 (4) ◽  
pp. 298-305 ◽  
Author(s):  
Aaron S. Richmond ◽  
Anastasia M. Bacca ◽  
Jared S. Becknell ◽  
Ryan P. Coyle
Keyword(s):  
Experiential Learning ◽  
Prior Knowledge ◽  
Direct Instruction ◽  
Self Efficacy ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Process Information ◽  
New Information ◽  
Course Material ◽  
Past Experiences

We investigated the effects of using experiential learning and direct instruction to teach metacognitive theory and to determine whether instructional type differentially affected higher vs. lower level learning. We randomly assigned 87 introductory psychology students to either experiential learning or direct instruction conditions. We pretested participant’s knowledge of metacognitive theory, and then participants received either experiential or direct instruction, after which they completed a posttest of knowledge of metacognitive theory. After covarying prior knowledge, data suggested that experiential learning may be more effective than direct instruction for teaching metacognitive theory, particularly for higher level recall and recognition assessments. Our results suggest that when taught using experiential learning, students may process information at a deeper level and recall more information because they may have related new information to their past experiences, engaged in the course material, and may have increased self-efficacy for the learned material.

The Impact of a Self-Efficacy Intervention on Short-Term Breast-Feeding Outcomes

2007 ◽  
Vol 36 (2) ◽  
pp. 250-258 ◽  
Author(s):  
Jeni Nichols ◽  
Nicola S. Schutte ◽  
Rhonda F. Brown ◽  
Cindy-Lee Dennis ◽  
Ian Price
Keyword(s):  
Breast Feeding ◽  
Self Efficacy ◽  
Short Term ◽  
The Impact

Efficiency and the Disposition Effect in NFL Prediction Markets

2012 ◽  
Vol 02 (03) ◽  
pp. 1250013 ◽  
Author(s):  
Samuel M. Hartzmark ◽  
David H. Solomon
Keyword(s):  
Prospect Theory ◽  
Cognitive Dissonance ◽  
Mean Reversion ◽  
Disposition Effect ◽  
Prediction Markets ◽  
Short Term ◽  
Expected Return ◽  
News Events ◽  
Time Inconsistent ◽  
Gambling Market

Examining NFL betting contracts at Tradesports.com, we find mispricing consistent with the disposition effect, where investors are more likely to close out profitable positions than losing positions. Prices are too low when teams are ahead and too high when teams are behind. Returns following news events exhibit short-term reversals and longer-term momentum. These results do not appear driven by liquidity or non-financial reasons for trade. Finding the disposition effect in a negative expected return gambling market questions standard explanations for the effect (belief in mean reversion, prospect theory). It is consistent with cognitive dissonance, and models with time-inconsistent behavior.

scholarly journals RETROSPECTIVE AND CURRENT LEVELS OF SELF-EFFICACY IN JAPANESE LEARNERS

2016 ◽  
Vol 6 (1) ◽  
pp. 30
Author(s):  
Lance Paul Burrows
Keyword(s):  
Self Efficacy ◽  
Sense Of Self ◽  
Reading Proficiency ◽  
L2 Reading ◽  
Wide Range ◽  
Significant Difference ◽  
Human Functioning ◽  
Quasi Experimental ◽  
Japanese Learners ◽  
Past Experiences

<p>Self-efficacy is the strength of expectations individuals maintain about their ability to successfully perform a behavior. As such, researchers from many fields (e.g., educational psychology, health, medicine) have employed self-efficacy to predict and describe a wide range of human functioning. However, relatively few studies in second language (L2) reading have investigated the relationship between reading self-efficacy and proficiency, and those that have tend to suffer from design flaws and/or problems with analyses. Furthermore, no studies have explored the effects that past experiences seem to have on current levels of reading self-efficacy. In order to address this lack of empirical research, this quasi-experimental study was conducted to investigate how participants’ retrospective ratings of reading self-efficacy related to current levels, and how those current levels, in turn, relate to reading proficiency. The participants, all of whom were non-English majors, consisted of 322 first- and second-year Japanese university students, ages 18 to 20. Data to examine retrospective self-efficacy was collected through the sources of reading self-efficacy questionnaire and TOEIC reading scores were utilized for the reading proficiency variable. The results suggest that the retrospective ratings of self-efficacy in junior high and high school are closely related to the participants’ current levels of reading self-efficacy. The results from an ANOVA also showed a statistically significant difference in reading performance between those with high reading selfefficacy and those with low reading self-efficacy. The results demonstrate how important past levels of self-efficacy can be on learners’ current levels of self-efficacy; therefore providing students in the EFL classroom with achievable activities and opportunities to cultivate their self-efficacy would be indicated. Further research is necessary to determine specific ways in which teachers may help foster a stronger sense of self-efficacy in EFL learners.</p>

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