Self-Efficacy

The purpose of this study was to examine the Mediation effect of goal commitment on the relationship between self-efficacy and sales performance. The study adapted explanatory research design targeting 448 insurance Sales Agents in Mombasa County, Kenya. Using self-administered questionnaires, reliability test of the research instrument was done by the use of Cronbach. Pearson Correlation and conditional process analysis, model 4 was used to analyze the data and to test the hypotheses. The study found that self-efficacy and goal commitment had a positive and significant direct effect on sales performance. Further, the study confirmed a Mediating effect of goal commitment on the indirect relationship between self-efficacy and sales performance. The findings of the study confirm a positive effect of self-efficacy on sales performance and goal commitment. Goal commitment was also found to positively affect Sales Performance. Furthermore, the result confirms the Mediating effect of Goal commitment on the relationship between Self-Efficacy and Sales Performance. Managers and policy makers should therefore put strategies in place that help their sales persons to know the right thing to do in every selling situation. This can be done through indoor training programs as it helps them feel confident of their ability to perform their sales job well and effectively.

The purpose of this paper is to examine the construct of self-efficacy in the context of online learning environments. Self-efficacy is defined as ‘‘beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments’’ (Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy development are enactive master experiences, vicarious experi- ences, verbal persuasion, and physio- logical and affective state (Bandura, 1997). In this paper, self-efficacy is introduced in general. Research re- lated to academic self-efficacy and self-efficacy in online learning envir- onments is reviewed. The study of self-efficacy in online learning envir- onments is new relative to the con- struct of self-efficacy. Research on self- efficacy and the use of computers in instructional situations has been included to broaden the literature base. The development of self-efficacy beliefs in online environments is high- lighted as well as self-efficacy assess- ment issues. Possible areas of self- efficacy research in online environ- ments are suggested, including ped- agogical agents, persuasive feedback, and self-efficacy assessment.

The purpose of this study is to examine the role of employees’ readiness to change on effective organizational change implementation. In this study the components of self-determination theory (SDT) and components of knowledge management (KM) are taken as independent variables with moderating effect of self-efficacy. The research model is developed in such a way that the three components of SDT Perceived competence, Perceived relatedness and Perceived autonomy have direct impact on Employees readiness to change. Similarly, two components of KM Codification strategy and Personalization strategy also have a direct impact on Employees readiness to change. The population of this study is public sector organizations based and data will be collected using survey questionnaire based on conveniences sampling approach. For inferential analysis the Structural Equation Modeling (SEM) approach will be used. Several studies have been conducted on SDT but none has put emphasize on its impacts in organizational change implementation context. Therefore, the current study contributes to body of knowledge and examines the role of employee readiness to change on organizational change implementation.

The aim of the current study was to examine whether moral disengagement and defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with defending and reinforcing in school bullying situations in late childhood. Self-reported survey data were collected from 1060 Swedish students from 70 classrooms in 29 schools. Multilevel analysis found that greater defender self-efficacy at individual level and collective efficacy to stop peer aggression at classroom level were associated with greater defending. We also found that greater moral disengagement and less (but very weakly) defender self-efficacy at individual level and less collective efficacy to stop peer aggression at classroom level were associated with greater reinforcing. The positive relationship between moral disengagement and reinforcing and the negative relationship between defender self-efficacy and reinforcing were less strong in classroom high in collecti...

Priority given to investigating the onset and maintenance of criminal behavior in the past is currently giving way to a new focus on the process of criminal desistance. Early narratives of future desistance are the first step in this process and, although they do not assure withdrawal from crime, they are the beginning of the personal change that precedes a progressive desistance from criminal activity. This study analyzes early desistance narratives of offenders still in prison and whether these narratives differed depending on their personal, criminal, and social characteristics. Participants were 44 imprisoned male offenders, aged between 20 and 50 years old at different stages of their sentence and in three different prison regimes. They were interviewed using Cid and Martí’s protocol and their accounts were accordingly coded in three categories: early narratives towards a non-criminal identity, perceived self-efficacy to desist from crime, and will to desist. The results show that participants’ early desistance narratives vary depending on their personal, criminal, and social variables. Results on the periods of sentence completion and prison regimes are discussed in terms of how prisons could contribute to enhancing the narratives of desistance from crime.

Highlights
•Scale to measure teachers' self-efficacy in literacy instruction developed.

•Items align to key shifts in CCSS, which are internationally benchmarked.

•EFA conducted with secondary teachers (6th-12th grade).

•A 1-factor measure was supported by results.

Bu araştırmada, yöneticilerin sahip oldukları yeni liderlik becerilerinin iş ortamlarında yaşadıkları stres üzerindeki etkisi incelenmiştir. Ayrıca söz konusu liderlik becerileri ile iş ortamında algıladıkları karmaşık, oynak, muğlak ve belirsiz durum ve koşullar ile öz yeterlilik düzeyleri arasında bir etkileşim kurulduğunda, yaşadıkları stresin ne oranda değiştiği de incelenmiştir. Bu amaçla İSO500 – 2016 listesine girmiş kuruluşlarda çalışan 794 orta ve üst düzey yöneticiden e-posta yoluyla elde edilen anket verileri ışığında, araştırma değişkenleri arasındaki ilişkiler analiz edilmiştir. Yapısal eşitlik modeli kurularak hipotezlerin test edilmesi sonucunda, yöneticilerin sahip oldukları yeni liderlik becerilerinin yaşadıkları stresi negatif yönlü anlamlı bir şekilde etkilediği gözlenmiştir. Yeni liderlik becerileri ile KOMB ve öz yeterlilik değişkenlerinin etkileşimi ise stres üzerinde anlamlı bir etki ortaya çıkarmamıştır.

(In this research, the effect of the new leadership skills of managers on the stress in their work environment is examined. In addition, when the interaction between these leadership skills and perceived VUCA and self-sufficiency levels is established, the extent of the stress they experience is examined. For this purpose, with the survey data obtained from 794 middle and senior managers, the relations between research variables were analyzed. As a result of testing hypotheses by establishing a structural equation model, it was observed that the new leadership skills of managers have a negative significant effect on their stress. Interaction of new leadership skills with VUCA and self-efficacy variables did not have a significant effect on stress.)

Content and language integrated learning (CLIL) has been verified as an effective pedagogical approach by a lot of research studies carried out in many European countries. However, modest attempts have been made to prove its efficacy in Lebanon, where English Language is taught in many schools and universities as a first foreign language. The participants (n = 21) were first year university students enrolled in the Faculty of Pedagogy at the Lebanese University and majoring in teaching Math at elementary schools. Quantitative as well as qualitative data were collected by means of two questionnaires, pre-post tests and reflection logs. Descriptive statistics were calculated and a series of t-tests were conducted in order to address the questions raised in the study. The results of the study showed positive attitudes of students towards the implementation of CLIL and they revealed the efficacy of CLIL as a pedagogical approach in enhancing students' self-efficacy and academic performance.

Since the man uses skills and methods, he want to understand how can reach the maximum level of the efficacy. In the past 30 years, many resources tried to find the correlation between how motivated the person, how thinks about himself, and how influence this thinking his performance and efficacy in the work, study or any field of his life. When people form self-efficacy beliefs, they use information from various sources. We may form perceptions about ourselves by comparing us with others.

This study investigated personal and contextual influences to young children’s perceived self-efficacy (SE) in social and independent learning situations. The participants were
children (n = 24) 6–8 years old from four Finnish elementary school classrooms. First, teachers from each classroom were asked to rate their students’ social competence
(SC). Second, the participants were videotaped in 45 social and 15 independent learning situations, and later interviewed about their SE perceptions using videostimulated
recall. Participants with higher SE demonstrated more stable perceptions and greater involvement in social learning situations. However, a statistically significant
relationship between perceived SE and SC was not found. Participants also identified 4 factors promoting perceived SE: positive emotional states, mastery experiences,
personal strategic behavior, and contextual support.

As part of a coach's informal learning process, previous athletic experience is a foundational element of an athlete's future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions with athletes. Although it is investigated more generally, previous athletic experience is rarely considered in understanding specific coaching behaviors related to supporting athletes' needs and motivation. This study investigated 15 novice coaches' personal athletic and coaching experiences to determine how these experiences influenced their own coaching practice with regard to the engagement in autonomy-supportive and/or controlling behaviors. The interview data revealed that novice coaches used their past experiences to inform their practice in the following three ways: (a) experienced controlling behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching; (b) experienced controlling behaviors as an athlete, which transferred to a desire to be more controlling in coaching; and (c) experienced autonomy-supportive behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching. These results suggest the importance of considering previous athletic experience as an antecedent to coaches' engagement in autonomy-supportive behaviors.

Building a sustainable career in the creative industries is a challenging proposition. Creative workers face high levels of employment insecurity and limited career development opportunity. Those working in the sector must build discipline-oriented career self-management skills, while also finding ways to cope with the psychologically demanding nature of precarious work. Two competencies that contribute to creative career success are self-efficacy and career optimism, both of which support resilience and persistence in the face of career obstacles. This study used narrative data from 28 interviews across six creative disciplines to examine how creative workers who work within communities of practice build self-efficacy and career optimism. The findings suggested that, by participating in communities of practice, creative practitioners not only build professional skills that align with their discipline but also gain psychosocial support that promotes resilience. There is an opportunity, therefore, to enhance understanding of communities of practice with creative career development offerings.

Numerous empirical findings relevant for self-regulation research can be related to functional self-regulation patterns (proactive and defensive) and a dysfunctional pattern (depressive absence of self-regulation efforts). The first two patterns are in accordance with numerous empirical findings coming from the fields of cognitive, social and educational psychology, including concepts such as promotion vs. prevention focus and mastery or learning mode vs. coping or well-being mode. These patterns can be supplemented with a depressive pattern indicating self-defeating cognitions and strategies, absence of motivation and self-regulatory efforts. The empirical part of this study is focused on self-regulated learning and relationships between cognitive beliefs, motivational beliefs and self-regulation strategies. Croatian upper elementary students (N  =  460; age 11–14 years) participated in this investigation. Self-reports were gathered by self-regulated learning components scale. The factor analysis of self-regulation components supported the theoretical distinction between the proactive and defensive self-regulation patterns. The results were interpreted in the context of previous research findings. Further research needs to address the question of specific self-regulation failures (the depressive pattern) in samples that include larger proportion of poorly adapted and under-achieving students.

Educational system of a country plays a key part in rearing a mentally and physically rich nation. The crucial role of teachers in the development of this system and training creative students is undeniable. Teacher creativity research has espoused the role of different factors, including teacher motivation, self-efficacy and burnout in creating more teaching creativity and increased teaching success. However, the findings of research in this regard are still inconclusive. The researchers in the current study embarked on probing the relationship between Iranian high school teachers" creativity on the one hand, and their motivation, self-efficacy and burnout, on the other. In so doing, 100 teachers were recruited as the study participants. To conduct the study, a set of questionnaires-Torrance"s (2008) test of creativity, Hackman and Oldham"s (1980) teacher motivation scale, Bandura"s (1997) teacher Self-Efficacy questionnaire, and Maslach and Jackson"s (1981) Burnout Inventory-were utilized. The results of the study showed that there is a significant positive correlation between teachers" motivation and self-efficacy, on the one hand, and their creativity, on the other. Moreover, a significant negative correlation was found between teacher burnout and creativity. The implications of the findings are discussed throughout the paper.

Objective: Although perfectionism is a prominent personality disposition, only a few longitudinal studies have investigated how perfectionism develops. Theoretical models and qualitative studies have posited that academic success is a developmental antecedent of perfectionism. Yet, quantitative studies tend to interpret the cross-sectional relationships as academic success being an outcome of perfectionism. In light of these gaps in the literature, the present study was the first to investigate the longitudinal relationships between perfectionistic strivings, perfectionistic concerns, academic achievement, and academic efficacy examining academic success as an antecedent of perfectionism. Method: The study examined 487 adolescents (aged 12-19 years, 54% female) using a crosslagged longitudinal design with three time points spaced 4-5 months apart. Results: Results showed that academic achievement predicted relative increases in both perfectionistic strivings and perfectionistic concerns, even when including academic efficacy. In addition, academic efficacy predicted relative increases in perfectionistic strivings. Discussion: This is the first study to show that academic achievement is a common factor in the development of perfectionistic strivings and perfectionistic concerns, whereas academic efficacy plays a role only in the development of perfectionistic strivings. Conclusions: Implications of the findings for the development of perfectionism are discussed.

The aim of this study was threefold: first, it was to explore the profiles of student teachers' mental time travel ability; second, it was to examine the relationship between student teachers' mental time travel ability and self-efficacy beliefs; and third, it was to investigate the role of self-efficacy beliefs in relationship between the past and future dimensions of mental time travel ability. Based on the survey method, a total of 260 student teachers participated in the study. Results showed that student teachers' mental time travel ability can well be classified under the headings of high mental time travel ability, medium mental time travel ability, and low mental time travel ability. Results also revealed that student teachers' self-efficacy beliefs vary as a function of their mental time travel ability. More importantly, self-efficacy beliefs played a significant mediating role in relationship between teaching-related past events and teaching-related possible future events. Overall results of the present study suggest that the relationship between mental time travel ability and self-efficacy beliefs makes sense in educational settings.

Language teacher's professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher's professional successes can be influenced by some traits of the teachers including self-efficacy and way of teaching. The present study, therefore, was an attempt to investigate whether Iranian EFL teachers' reflective teaching and their self-efficacy can predict their professional success. Twenty-eight male and female EFL teachers were asked to fill out the questionnaires of Teacher Sense of Efficacy Scale and Reflective Teaching Questionnaire. Then, 168 male and female EFL learners with the age range of 18-32 from three branches of Safir language institute in Tehran were randomly selected out of the teachers' students. This initial sample included more than 400 EFL students. In the next step, the selected learners were asked to fill out the Teachers' Professional Success Survey. The data analysis using multiple regression revealed that both self-efficacy and reflective teaching could relatively predict EFL teachers' professional success. Secondly, the results revealed that there was not any significant difference between the prediction ability of the two variables aforementioned in predicting teachers' success from the point of view of their students. The findings of the present suggest that EFL teachers should enhance their self-efficacy and reflective teaching to increase their professional success.

Objective: positive psychology is a scientific approach with a focus on strengths instead of weaknesses, building the good in life instead of repairing the bad. Therefore, the present study aims to evaluate the effectiveness of positive psychotherapy. Orientation on sense of coherence, self-efficacy, psychological well-being and resilience was performed in nurses. Method: This study was an experimental study with pre-test-post-test design with control and follow-up group. 30 Nurses were selected through convenient sampling. Subsequently, the participants were randomly divided into two groups of 15 people. The experimental group received positive psychology training whereas the control group did not receive any treatment. Both groups were evaluated before and after the intervention and in the follow-up stage through Antonsky Coherence Questionnaire, Connor and Davidson Resilience Scale, Reef Psychological Welfare Questionnaire and General Self-Efficacy Scale.The Data were analyzed using repeated measure (ANOVA). Findings: The results of analysis showed that positive psychology training led to a significant increase in resilience, psychological well-being and sense of coherence in nurses. The results of follow-up test also showed that this method has enough stability and sustainability. However, no significant difference was observed between the intervention and control groups regarding self-efficacy. Conclusion: According to the findings of this study, positive psychology interventions can be used to promote sense of coherence, psychological well-being and resilience in nurses.

OBJECTIVE. This study investigated the psychometric properties of the Here's How I Write–Hebrew (HHIW–HE) and compared handwriting self-awareness between children with and without dysgraphia. METHOD. Fifty-eight children (29 with and 29 without dysgraphia) completed the HHIW–HE. Occupational therapists provided corresponding ratings that were based on objective handwriting assessments. Self-awareness was measured through child–therapist consensus. RESULTS. The HHIW–HE has an internal consistency of a 5 .884. Children with dysgraphia rated themselves as significantly more impaired than controls on 6 of 24 HHIW–HE items and on the total score, with medium to large effect sizes (0.37–0.61). Mean child–therapist agreement was significantly higher for the controls than for the research group, t(56) 5 4.268, p 5 .000.

ABSTRACT. During the 1980's social cognitive theory has evolved
as an explanation of human behavior. One of this theory's component constructs, self-efficacy, has received increasing attention as an antecedent to health related outcomes. The results of a meta-analysis examining studies which employed the construct of self-efficacy as a predictor of health related outcomes is presented. In the literature examined, subject ratings of self-efficacy were found to consistently predict subsequent health related outcomes.

Students’ native language is a valuable resource in the English as a Second Language (ESL) classroom. Use of native languages may increase a student’s sense of efficacy for learning English by: (a) facilitating vocabulary acquisition, (b) aiding learners in comprehension, (c) encouraging self-regulation, (d) making routines and explanations clear so as to direct attention and free up working for tasks in English, (e) modeling communication in environments where students may be reluctant to initiate conversation, and (f) setting the tone in situations where students have come to view English as exceedingly difficult.

Research on the importance of psychological variables in sustainable consumption decisions suggests that self-efficacy beliefs (i.e., the perceived ability to successfully bring about desired outcomes) play a role in purchases of sustainable products. Most studies in this line of research measured self-efficacy with regard to environmental preservation and focused on pro-environmental consumer behavior as the outcome variable (e.g., Berger & Corbin, 1992; Straughan & Roberts 1999).
In the present study, we took a broader perspective: We addressed consumer behavior that contributes to a sustainable development (more specifically, intentions to purchase “sustainable” groceries, i.e., groceries that help to promote environmental preservation, a socially fair distribution of resources, and economic welfare) and measured self-efficacy with regard to sustainable development (SDSE, i.e., beliefs in one’s ability to contribute to a sustainable development).
In an online survey among students (N = 194) of different majors we explored the dimensionality of SDSE and investigated if SDSE predict intentions to purchase sustainable groceries (PI). SDSE was measured by means of 28 questionnaire items and PI was measured by means of 31 questionnaire items.
A factor analysis indicated that six facets of SDSE can be distinguished (67 % explained variance, cumulated): Four facets represent self-efficacy beliefs regarding one’s ability to directly contribute to different aspects of sustainable development (i.e., the perceived ability 1. to contribute to social fairness and economic welfare, 2. to contribute to environmental preservation and securing the needs of future generations, 3. to help improving social services and securing the basic needs of people in developing countries, 4. to reduce the ecological stress from agriculture); Two facets represent self-efficacy beliefs regarding one’s ability to indirectly contribute to sustainable development through motivating other consumers to promote sustainable development (i.e., the perceived ability 1. to encourage other consumers to purchase sustainable groceries and to think about environmental preservation, 2. to draw other consumers’ attention to a socially fair distribution of resources and economic welfare).
Multiple regression analyses revealed that the six SDSE facets differed with regard to their role in predicting PI. Two SDSE facets were particularly important in predicting PI: Consumers’ perceived ability to reduce the ecological stress from agriculture and consumers’ perceived ability to draw other consumers’ attention to a socially fair distribution of resources and economic welfare.
Our findings suggest that self-efficacy beliefs regarding one’s direct and indirect contribution to sustainable development play a role in decisions to purchase sustainable groceries. An interesting question for future research is if interventions to strengthen SDSE allow for promoting sustainable consumption.

The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning selfregulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students’ activation of learning strategies.

The current study aimed to investigate the effect of self-efficacy on students’ achievement in science. The case of secondary school science students’ is examined to achieve this task. The study is based on Bandura's Theory of Self-Efficacy, which divides Academic, Social and Emotional self-efficacy in three categories. The Questionnaire ‘Self-efficacy Questionnaire for Children (SEQ-C) developed by (Muris, 2001) was adapted in the present study to quantify secondary school students’ and was administered to 811 students. The achievements of students in science subjects governed by their academic, social and emotional self-efficacy were statistically examined to meet the research objectives. Findings revealed that secondary school students have a stronger academic and social self-efficacy. The need to assimilate content for developing emotional self-efficacy among students is highlighted. The study also discovered the significant impacts of parents’ job status and the qualifications on children’s self-efficacy.

Descriptive measurement reliability and validity data are reported on scores from the Mathematics Self-Efficacy Scale (MSES) in two contexts—class and test—for a sample of 302 Australian high school students. Summated scores on the MSES correlated r =.74, and together these items yielded one component that explained 49% of the variance. MSES scores demonstrated internal reliability for both class and test (Cronbach alphas =.86 and .90). Statistically significant correlations between MSES scores, past mathematics
grades, and Marsh’s Self-Description Questionnaire III (Math) were used to indicate
the convergent validity of scores for the MSES. Discriminant validity of the MSES scores was suggested by the lack of significant correlations between the MSES measures and students’ desired English grades. Statistically significant correlations between MSES scores and students’ desired mathematics grades indicated concurrent validity of the MSES measures. A statistically significant difference between class and test scores supported Bandura’s prescription for context specificity in efficacy research.

Abstract: This study investigated changes in the self-elficacy beliefs ofpreservice teachers. The sample consisted of preservice English language teachers from Croatia (n=36) u'ho were in their final year of study in the Teacher Education program. Their self-elicacy beliefs were measured before and after taking their teacher training Practicum course. In order to measure their self-eficacy beliefs, the followrng instruments were used: Tschannen Moran and Woolfolk Hoy's (2001) shorter version of the Teacher Sense of  Eficacy Scale and Swanson's (2010) Foreign Language Teacher Eficacy Scale. The results showed a statistically relevant increase in the respondents' self-eficacy beliefs regarding the use of instructional strategies, rvhile those pertaining to classroom management and student engagement showed a negligible increase. When it comes to language teaching, there rvas a significant growth in their self-eficacy beliefs regarding their knowledge of English (Content knowledge), whereas a somewhat lower rating was given with regard to their ability to facilitate Iearning and to motivate students in class (Teacher as facilitator).

Self-efficacy is one of the most important skills that an individual must possess in all aspects of his working life, including education. Self-efficacy of computer use as well as self-efficacy of Internet use emerged since web2.0 applications are important to the individual's education process, there is an urgent need for self-efficacy to use web 2.0 applications.

The purpose of this paper is to report the results of a two-part
study. Study 1 was conducted to refine and validate a survey
instrument, SELMA (Hodges, 2008), used to measure learners’
self-efficacy toward learning mathematics in online or
technology-intensive, asynchronous learning environments.
Study 2 was conducted to investigate the relationships between self-efficacy to learn mathematics asynchronously, using the revised instrument from Study 1, and achievement in College Algebra. A statistically significant relationship was
observed. The findings are discussed in the context of designing online mathematics courses similar to the one highlighted for these studies. Limitations and directions for future research are discussed.