Browsing by Subject "Self-efficacy"
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Item The affordances of multimodal texts and their impact on the reading process.(2011-11) Voss, Scott M.This mixed methodology study examines how students interact (and transact) with texts across modalities as evidenced by comprehension performance. In addition, it examines their perceptions of the texts and reading processes across each modality. The first phase of this study included a controlled experiment of 90 high school students. Using a passage from their Earth Science textbook, students were asked to read the text off the screen, use the assigned affordance (print only, print and audio, or print and video), and complete both comprehension and self-efficacy items. Analysis of this data showed that there were no statistically significant differences across the three treatments for either the comprehension or self-efficacy measures. The second phase of the study included a guided interview with 27 students. Employing the interpretive analysis of Grounded Theory, these interviews showed that students who successfully navigated these modalities were able to both perceive the affordances and strategically utilize them. This study holds implications for the notion of what an affordance is, how teachers use online digital textbooks, and how publishing companies design and format digital versions of their texts.Item Analysis Of The Relationship Between Psychosocial Factors And Self-Efficacy On Self-Management Behaviors In Adult Patients With Type 2 Diabetes(2013-11) McClernon, SusanObjectives Only 20% of patients with type 2 diabetes implement recommended self-management behaviors (DAWN study) (Funnell, 2006). In this research, psychosocial factors significantly influenced self-management behaviors and A1c, having more influence than SES factors. The integrated conceptual model illuminated complex relationships between psychosocial factors, self-management(SM) and A1c levels. It posited self-efficacy (SE) as mediator between self-management and other psychosocial factors. Method This study explored direct and indirect relationships between diabetes social support (DSS), knowledge, affect, self-efficacy and dependent variables including diet, exercise, competency in adult patients with type 2 diabetes with suboptimal glycemic control (A1c <&ge> 7%) using cross sectional data from the IDEA study using structural equation modeling. Results The conceptual model fit test statistics are <&chi>;a1c2= 379 (df = 112; n=564, <&rho>-value = 000). The RSMEA estimate was .043 (.037 - .051 CI), SRMR was .045, and GFI was .94. The direct effects for knowledge (<&beta> = .647, <&rho> value ≤ .001) influenced SE and SE indirectly influenced A1c (<&beta> = .253, <&rho> value ≤ .001). DSS directly influenced knowledge (<&beta> = .579, <&rho> value ≤ .001) and SE (<&beta> range = .482, <&rho> value ≤ .001). Affect directly influenced knowledge (<&beta> range = .296, <&rho> value ≤ .05) and indirectly influenced SE (<&beta> = .192, <&rho> value ≤ .05). A second hypothesis found SE mediated SM and A1c only for knowledge, not for DSS or affect. DSS, knowledge, and affect indirectly influenced SM behaviors and A1c significantly (affect only for exercise and A1c). Knowledge was a mediator for DSS to SE. Conclusions The theoretically integrated conceptual model has merit. Affect and DSS (mediates) are directly influencing knowledge, with is significantly linked with SE. SE mediates SM and A1c. This new knowledge of relationships between psychosocial factors may assist caregivers in better engaging their patients with diabetes in improving SM behaviors and outcomes.Item Can policy influence teacher preparation programs with regard to self-efficacy: a case study of Wisconsin PI34(2013-09) Schlesser Erwin, WandaABSTRACT This mixed methods study examined if state policy can influence pre-service teachers' sense of self-efficacy. Specifically, this study examined if teachers' sense of self-efficacy is associated with implementation of the Wisconsin Policy Initiative 34 (PI34). The University of Wisconsin-River Falls (UWRF) teacher preparation program served as a case study. Data were collected from identified elementary teacher candidates who completed their preparation program prior to and after implementation of PI34. Responding to a modified version of the Ohio State Teacher Efficacy Scale survey, participants provided information on their sense of self-efficacy. Questions were included to assess teacher perception on the influence of various support systems with regard to their sense of self-efficacy. Findings indicate that even after controlling for content knowledge, participants who graduated after PI34, reported higher self-efficacy scores than those who graduated before the law was enacted. All groups had similar perceptions regarding the influence of the support received from peers, principals and formal mentoring programs. However, those teachers who graduated after implementation of PI34, had lower ratings of their teacher preparation programs than those who graduated before the law. These findings suggest that policy can influence teachers' sense of self-efficacy. However, policy makers and practitioners need to identify specific programmatic changes that can affect that influence.Item Effects of high-fidelity human patient simulation on self-efficacy, motivation and learning of first semester associate degree nursing students.(2009-06) Kuznar, Kathleen A.One of the newest methodologies in nursing education is high-fidelity human patient simulation (HPS). Many nursing educators have embraced the method as it offers a strategy to facilitate cognitive, affective, and psychomotor outcomes. Despite their popularity, however, HPS systems are costly and, in an era of cost containment and tuition increases, research must be employed to determine its effectiveness and guide its utilization. The purpose of this study is to determine how associate degree nursing students' self-efficacy, motivation, and learning in the simulated environment compare to nursing educational experiences without simulation. The mixed-method, quasi-experimental design was chosen for the study with a sample of first-semester associate degree nursing students at 2 technical colleges, 54 in the experimental group and 30 in the comparison group. Results indicated measures of self-efficacy and motivation increased throughout the semester for both groups. The simulation group had a statistically significant increase in general self-efficacy but no significant increase in nursing-specific academic and clinical self-efficacy. In contrast, the comparison groups had a significant increase in nursing academic self-efficacy but not in clinical or more general self-efficacy. Motivation measures were relatively consistent between the groups with only the measure of extrinsic motivation declining for the experimental group. When comparing the two groups on differences between pretest and posttest measures of self-efficacy and motivation, there were no significant differences. The experimental group scored significantly higher on the posttest knowledge examination. Results of interviews (n = 16) revealed specific themes, some unique to the simulation group and some common to members of both groups. The simulation students reported the importance of comprehensive skill practice, risk-free practice, group participation, and debriefing and instructor feedback. They were often able to identify a specific learning experience in the simulation lab that had impact on their practice. Technical skill knowledge was highly important for both groups. Students in both groups related the importance of a variety of courses in the first semester curriculum as increasing their nursing knowledge, self-efficacy and motivation. Simulation was found to be an acceptable learning strategy for novice associate degree nursing students.Item Factors influencing African American high school students in career decision self-efficacy and engineering related goal intentions.(2009-10) Austin, Chandra YvetteA current challenge in the United States is to increase African American pursuit of engineering careers. Minority students generally tend to be under-represented in such careers, as indicated by the National Academy of Engineering, in The Engineer of 2020-Visions of Engineering in the New Century. This study explores the career decision self-efficacy (Lent, Brown & Hackett, 1993) and Engineering related goal intentions of African American high school students. There are a variety of reasons explaining the lack of choice of engineering as a career, and these were investigated. This study assessed the effect of specific influences (ethnic identity, demographic factors, ability, school factors, Math/Science confidence, Math/Science self-efficacy, Math/Science interest, and family support) on career decision self-efficacy and engineering related goal-intentions. Data from a survey of 396 African American students' grades 9-12, low-middle income level, in a southeastern school were used in the study. Results show that career decision self-efficacy among students studied is influenced by: Math/science confidence, ethnic identity, family relations, school factors, and socioeconomic status. Factors influencing engineering related goal intentions were very similar but each variable did not contribute the same amount of variance. Results also show that gender was not significant in either dependent variable. Other implications and recommendations relating to the variables are presented.Item Insecure commitment and resistance: an examination of change leadership, self-efficacy, and trust on the relationship between job insecurity, employee commitment, and resistance to organizational change(2013-09) Smith, Robert ElijahThis study was designed to examine the mediation role of self-efficacy and the moderating roles of change leadership strategy and trust on the change attitudes of job insecure employees. Using job insecurity theory (Greenhalgh, 1983), Chin & Benne's (1961) seminal classification of change leadership strategies and the tripartite model of attitudes (Breckler, 1984; McDougal, 1909) as a theoretical basis, data were collected from two samples of employees including a manufacturing firm (n=275) and a retail company (n= 350). The samples and study hypotheses were analyzed using hierarchical multiple regression analysis.As predicted, job insecurity was directly positively related to affective, behavioral, and cognitive resistance to change and self-efficacy partially or fully mediated the relationships. Mixed results were found for the role of trust as well as information and participation-based change leadership strategies in moderating employee resistance to change. In some cases perceived information-based and participation change leadership approaches were associated with increased resistance rather than decreased resistance to change. Power-based change leadership strategies however were found to be consistently associated with more pessimistic employee attitudes. Results support previous findings showing that individuals who believe they will be negatively impacted by organizational change are particularly sensitive to change leadership approaches. The results also suggest that commonly prescribed change leadership strategies such as increased information, communication, and participation during periods of heightened job insecurity may not always be effective in reducing resistance to change but efforts to increase employee self-efficacy may support the coping mechanism employees use to reduce resistance to change attitudes in organizational change climates with moderate levels of job insecurity.Item Interaction of fear and humor on self-efficacy(2015-04) Peng, YunFear appeal's effects on advertisement responses were studied often. Self-efficacy was also researched together with fear appeal as a moderator frequently. But there has been no research examining fear appeals' effects on individuals' self-efficacy. Moreover, even though there were some studies investigating humor appeal's effects on information processing and persuasion, none of them incorporated fear and humor appeal in the same study or tested the interaction of fear and humor on self-efficacy or message acceptance. This study examines the interaction of fear and humor on individuals' self-efficacy, attitude and behavioral intention, using the drinking and driving topic. An online experiment was conducted with 230 participants. The results showed that all hypotheses were rejected. Since the humor manipulation also failed, the results mean fear and humor's interaction on the influence of self-efficacy were not found. Their effects on attitude and behavioral intention were not demonstrated either. Then this study talks about alternative explanations of the failure of the hypotheses tests, from theoretical and methodological perspectives.Item Knowledge-behavior gap in condom use to prevent HIV infection: a case study of Ethiopian urban youth.(2011-06) Shoakena, BlenWhy are there low levels of condom use in a population that lives in an area with high HIV prevalence and that has knowledge about protective nature of condoms? This incongruity between knowledge of the effectiveness of condoms as a measure to protect from HIV infection and lack of condom use is the issue examined in this thesis. Specifically, a study of Ethiopian youth suggests that the gap between knowledge, attitude, and practice (KAP-gap) is present because knowledge of the benefits of a behavior is necessary but not sufficient to elicit behavioral intent. This thesis proposes that condom use self-efficacy is needed to translate knowledge into behavioral intent. A multi-method approach was used by first reviewing published research to determine levels of condom use self-efficacy among Ethiopian youth. Next, a qualitative analysis of 162 Ethiopian print health communication materials was conducted to determine presence of condom use self-efficacy in extant media material. This study found low self-efficacy to be an explanation for the condom use knowledge-behavior gap among urban Ethiopian youth. In addition, health messages available to urban youth in Ethiopia incorporated few self-efficacy messages. The study confirmed that knowledge is not enough to move people to behavior change. For health messages to be effective in increasing condom use behavior among this population, the salient predictors of condom use behavior identified using behavioral theory along with messages that increase condom use self-efficacy need to be incorporated into educational interventions.Item The nomological network of self-efficacy and psychometric properties of its general and specific measures(2013-02) Seltzer, Benjamin K.Since its proposal in 1977, self-efficacy (SE) has been applied to almost every behavioral undertaking imaginable. Over 30,000 studies have been conducted on SE since its introduction in 1977, and even meta-analyses exist in abundance. Unfortunately, the self-efficacy literature tends to suffer from several common oversights: 1) neglecting measurement properties of self-efficacy scales; 2) inappropriate compartmentalization of self-efficacy by domain; and 3) inappropriate categorization of criteria/outcomes of interest. Accordingly, the goal of the present research was to address the criticisms raised above through meta-analyses of five distinct areas: 1) the reliability of scores from SE scales; 2) the convergence of SE scales within and across behavioral domains; 3) the potentially differential relationships between SE scales and personality traits; 4) the potentially differential correlations between SE scales and cognitive ability; and 5) the potentially differential correlations between SE scales and outcomes. General and specific SE scales were examined for potentially differing relationships with variables of interest. Scales of self-efficacy exceeded basic standards of internal consistency reliability (though these scales were most consistent when at least 5 - 8 items in length) and displayed strong relationships with one another, even at differing levels of specificity and across behavioral domains. Additionally, self-efficacy scales demonstrated similar patterns of relationships with personality across domains. While measures of self-efficacy displayed more variable patterns of relationships with specific criteria, most scales - even those not tailored for the specific criterion - still functioned as acceptable predictors of academic and organizational performance.Item Relationships between discourse, reader identity, and reading self-efficacy in a high school English classroom: a mixed methods, critical ethnographic study(2014-05) Kolb, Christopher L.Understanding that academic motivation and engagement are critical for youths' literacy learning and achievement in schools, this mixed methods, critical ethnographic study explored how social and discursive constructions of reading and literacy in a high school English classroom (for example, what was valued as reading in the classroom context) contributed to youths' self-perceptions as readers. Supported by a theoretical framework including sociocognitive, sociocultural, and critical perspectives, I considered how classroom curricula, pedagogical practices, and everyday classroom interactions influenced students' reader identities and reading self-efficacy. A combination of qualitative and quantitative data sources - including participant observations, classroom artifacts, audio-video recordings of classroom activities, semi-structured interviews, and student surveys - provided rich accounts of the classroom cultural context; the social and discursive construction of classroom expectations and practices related to reading and literacy; and the influence of these classroom discourses on students' identities and self-efficacy. Methods of analysis included constant comparative analyses, critical discourse analyses, and descriptive statistical analyses. Findings indicated that while students' self-efficacy beliefs were influenced by local classroom practices, definitions, and values for reading (especially as classroom discourses encouraged reading with multimodal texts), their reader identities depended largely on well-established, fixed ideologies of reading. These findings suggest that while teachers might marshal features of curriculum and pedagogy to support positive developments in students' reading self-efficacy, it might be more challenging to encourage similar changes in students' overall identities as readers.Item Self-Efficacy and Positive and Negative Coaching Strategies(2013) Prevost, Andrew Charles; Rauschenfels, DianeCollegiate athletics are becoming more and more competitive. It is important that coaches do everything they can to get the most out of their athletes. This study surveyed over fifty collegiate athletes and over twenty collegiate coaches at the NCAA division two level. The athletes and coaches were current participants on team sports that included women’s basketball, women’s volleyball, men’s basketball, and men’s football. The purpose was to find out how an athletes’ self-efficacy was affected with positive versus negative coaching tone. The study showed that athletes have increased self-efficacy when receiving positive coaching strategies.Item Social-emotional learning in higher education: Examining the relationship between social-emotional skills and students’ academic success(2020-07) Lopez Hurtado, IsabelSocial-emotional learning (SEL) has shown positive effects on well-being and academic achievement for students in K-12 settings, but the SEL framework has yet to be applied to higher education to any substantial degree. SEL are programs designed to teach children and adults skills to recognize and manage emotions, solve problems effectively and establish positive relations with others. They are particularly relevant in college where students are confronted with a unique set of challenges and intrapersonal competencies that have been identified as crucial for college students’ success. SEL requires institutional buy-in, time and resources, highlighting the need of proper justification for higher institutions that involves an accumulation of evidence that supports the impact of social-emotional skills on college student success. However, there are still several issues regarding the development of this evidence, such as: 1) the lack of conceptual coherence behind social-emotional skills; 2) contradictory evidence examining these skills and difficulty to identify which skills are the most important; 3) questions related to the validity of social-emotional skill measures; and 4) possible limitations in the outcomes analyzed by these skills. This thesis presents two analyses that explore the impact of social-emotional skills in college student success. The first analysis uses quantitative survey and achievement data to model students GPA growth trajectory and year-to-year enrollment using social-emotional and background variables. The second analysis presents a qualitative assessment of students’ written reflections to describe how students defined growth mindset, intelligence and then applied these constructs to their lives. Each analysis is detailed with their respective methods, limitations, and discussion section. In general, these two analyses found that: 1) the relationship between social-emotional skills is complex and not necessarily reflected in traditional measures of student achievement; and 2) the conceptual distinction between different social-emotional skills is not clear in practice, and the overlap between different skills suggests a broader framework is required to understand how these skills impact behavior. Implications for research and practice are provided.