The Real ‘Feel-Good’ Factor — Self-Efficacy in Goal Achievement

2012 ◽  
pp. 43-56
Keyword(s):  
Self Efficacy ◽  
Goal Achievement ◽  
The Real

Attachment in Supervision: Fostering the Real Relationship and Counseling Self-Efficacy

2011 ◽  
Author(s):  
Cheri L. Marmarosh ◽  
Jenna Casey ◽  
Angela Cerkevich ◽  
Lauren Ferraioli ◽  
Sonia Kahn ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Real Relationship ◽  
The Real

Using Heutagogy to Address the Needs of Online Learners

2011 ◽  
pp. 1945-1951
Author(s):  
Jane Eberle ◽  
Marcus Childress
Keyword(s):  
Self Efficacy ◽  
Online Courses ◽  
Online Learners ◽  
The Real ◽  
Knowing How

In 2002, approximately 1,680 institutions offered over 54,000 online courses (Simonson, Smaldino, Albright & Zvacek, 2003). While there has been a dramatic increase in the number of such courses, the real question is, how effective are they? Are we, in fact, developing capable people who possess an ‘all round’ capacity centered on the characteristics of: high self-efficacy, knowing how to learn, creativity, the ability to use competencies in novel as well as familiar situations, possessing appropriate values, and working well with others (Hase, 2004)?

Goal Settings Self-Efficacy, and Exercise Behavior

1992 ◽  
Vol 14 (4) ◽  
pp. 352-360 ◽  
Author(s):  
Kim Poag ◽  
Edward McAuley
Keyword(s):  
Physical Activity ◽  
Goal Setting ◽  
Self Efficacy ◽  
Goal Achievement ◽  
Exercise Behavior ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Exercise Participation ◽  
History Of ◽  
Organizational Literature

Whereas the success of goal setting is well documented in the industrial-organizational literature (Locke & Latham, 1990), the empirical efforts to determine its effectiveness in sport settings have met with minimal success, and no studies exist that document the role played by goals in successful adherence to exercise regimens. We examined the relationships among goals, efficacy, and exercise behavior in the context of community conditioning classes. Female participants' goal efficacy was predictive of perceived goal achievement at the end of the program, and exercise self-efficacy was significantly related to subsequent intensity but not frequency of exercise participation. Moreover, a proposed interaction between exercise importance and self-efficacy failed to account for further variation in physical activity participation. The results are discussed in terms of the physical activity history of the sample and the roles played by goals and efficacy at diverse stages of the exercise process.

scholarly journals Effect of self-efficacy and physical activity goal achievement on arthritis pain and quality of life in patients with rheumatoid arthritis

2011 ◽  
Vol 63 (11) ◽  
pp. 1613-1619 ◽  
Author(s):  
Keegan P. Knittle ◽  
Véronique De Gucht ◽  
Emalie J. Hurkmans ◽  
Thea P. M. Vliet Vlieland ◽  
André J. Peeters ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Rheumatoid Arthritis ◽  
Physical Activity ◽  
Self Efficacy ◽  
Goal Achievement ◽  
Physical Activity Goal

scholarly journals Poster - Structured and Unstructured Self-Regulation

2019 ◽  
Author(s):  
Luiz Victorino
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Explanatory Models ◽  
Goal Achievement ◽  
Self Control ◽  
Jigsaw Puzzle ◽  
Recent Contribution ◽  
Moderation Effects ◽  
The Past ◽  
Specific Goal

Self-regulation has been investigated on the past decades in many fields, and despite the fact thatcontributions have enlightened the understanding of a vast array of behaviors, the development ofgeneral explanatory models hardly reaches a consensus. A recent contribution on the field suggeststhat the presence or absence of a goal may lead to different self-regulatory states, in which theindividual would think and behave differently, facilitating goal achievement when there is a goal, orenvironmental adaptation, when there is not. Those states were defined as structured and unstructuredself-regulation and even though this line of research has potential to give significant contributions, it isimportant to develop a better description of those states, for example, in terms of which variables mayhave influence on the process. In an effort towards the development of a model based on the suggestedself-regulatory states, a sequence of experiments was conducted to test the moderation effects of selfcontrol(experiment 1) and self-efficacy (experiment 2) on the relation between goal presence/absenceand task performance. On experiment 1 participants were randomly selected for two groups, goal or nogoal, in which they had to perform a task with or without a specific goal. The performance on the taskwas measured and the moderation effects of self-control were investigated. On experiment 2, the sameprocedure was conducted but self-efficacy was tested as a moderator. On experiment 1 the task was tofinish a jigsaw puzzle and on experiment 2 it was the Tower of London task. At this point the resultssuggest that the model is feasible, with moderation effects found for self-control and self-efficacy. Also,the presence of a goal affected the performance on both tasks, suggesting that the model could be asignificant contribution to a better understanding of self-regulation.

scholarly journals Using our understanding of time to increase self-efficacy towards goal achievement

Heliyon ◽  
2019 ◽  
Vol 5 (8) ◽  
pp. e02116 ◽  
Author(s):  
Jill Taylor ◽  
J. Clare Wilson
Keyword(s):  
Self Efficacy ◽  
Goal Achievement

scholarly journals Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development

2021 ◽  
Vol 13 (1) ◽  
pp. 403
Author(s):  
Bach Q. Ho
Keyword(s):  
Sustainable Development ◽  
Knowledge Acquisition ◽  
Implicit Learning ◽  
Learning Process ◽  
Real World ◽  
Self Efficacy ◽  
Education For Sustainable Development ◽  
Equation Modeling ◽  
The Real ◽  
Citizenship Development

To solve the “wicked problems” of sustainability, education for sustainable development (EfSD) that raises the young generation to become change agents is necessary. For this purpose, fieldtrips that educate students in the real world about other stakeholders are effective, but since sustainable issues do not have clear solutions, cooperative learning (CL) in which students learn from each other is useful. The purpose of this study is to clarify the influence of the learning process on learning outcomes and their influence on learning objectives in real-world EfSD using CL. A hypothesis model consisting of seven hypotheses was set up, and a questionnaire survey of high school students who participated in the real-world EfSD was conducted. Results of the structural equation modeling of data from 2441 respondents supported all seven hypotheses. Implicit learning as a learning process promotes knowledge acquisition as a learning outcome, while explicit learning enhances self-efficacy. Although knowledge acquisition promotes citizenship development as the learning objective of EfSD, self-efficacy does not promote citizenship development. Self-efficacy affects knowledge acquisition more than implicit learning. This study contributes to EfSD research by clarifying the difference in the effects of the learning process.

scholarly journals Goals and Self-Efficacy Beliefs During the Initial COVID-19 Lockdown: A Mixed Methods Analysis

2021 ◽  
Vol 11 ◽  
Author(s):  
Laura Ritchie ◽  
Daniel Cervone ◽  
Benjamin T. Sharpe
Keyword(s):  
Mixed Methods ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Goal Achievement ◽  
Personal Goal ◽  
Online Questionnaire ◽  
Significant Drop ◽  
Qualitative Survey ◽  
Goal Pursuits

This study aimed to capture how the coronavirus disease 2019 (COVID-19) crisis disrupted and affected individuals’ goal pursuits and self-efficacy beliefs early during the lockdown phase of COVID-19. Participants impacted by lockdown regulations accessed an online questionnaire during a 10-day window from the end of March to early April 2020 and reported a significant personal goal toward which they had been working, and then completed quantitative and qualitative survey items tapping self-efficacy beliefs for goal achievement, subjective caring about the goal during disrupted world events, and current pursuit or abandonment of the goal. The findings from both quantitative and qualitative measures demonstrated a significant drop in self-efficacy beliefs from before to during the pandemic with a large effect based on whether people thought they could still achieve their goal under current conditions. Over two-thirds of the sample was unsure or did not believe they could still carry out their goal, and over a quarter either abandoned or were uncertain they could pursue the goal. Despite this, people continued to care about their goals. Reasons for abandonment and strategies for coping with goals within the lockdown and beyond are discussed.

Individual Barriers

2017 ◽  
Author(s):  
Jeffrey J. Martin
Keyword(s):  
Physical Activity ◽  
Chronic Pain ◽  
Real World ◽  
Self Efficacy ◽  
People With Disabilities ◽  
The Real ◽  
Individual Level ◽  
Limited Energy ◽  
Limited Budget ◽  
Low Levels

Given the low levels of physical activity (PA) among all people it is clear that many individuals are simply uninterested in PA or struggle unsuccessfully to overcome a host of barriers to engaging consistently in PA. People with disabilities face an even greater number of barriers to PA than those encountered by able-bodied individuals. The purpose of this chapter is to document the obstacles faced by people with impairments at an individual level. Often the disability itself can be a barrier. Many disabilities result in chronic pain and produce fatigue; both pain and fatigue can be barriers to PA. Secondary disabilities can also get in the way of PA. Fear of getting hurt, limited energy, lack of time, a limited budget for discretionary income, suboptimal self-efficacy, and a lack of knowledge of opportunities to engage in PA and of how to exercise are also individual-level barriers. In the real world, individual barriers can easily become additive and present a host of obstacles to PA.

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