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The British Journal of Educational... Mar 2023Students' academic performance and learning experiences are crucial in school education, yet their relationships with instructional characteristics remain an open...
BACKGROUND
Students' academic performance and learning experiences are crucial in school education, yet their relationships with instructional characteristics remain an open question.
AIMS
The present study examined how cognitive activation and teacher support were associated with students' academic emotions and achievement in math classrooms via domain- and task-specific self-efficacy.
SAMPLE
In total, 5388 eighth graders from central China participated in this study.
METHODS
Cognitive activation, teacher support, math-related enjoyment and anxiety, and domain- and task-specific self-efficacy were measured with self-reported student questionnaires. The math achievement was measured with a standardized test.
RESULTS
Our findings showed that the two instructional characteristics were positively related to math achievement and enjoyment but negatively related to math anxiety, with the mediation effects of task- and domain-specific self-efficacy. In detail, cognitive activation had a stronger relationship with math anxiety through task-specific self-efficacy than domain-specific self-efficacy. Whereas, cognitive activation had a greater linkage with math enjoyment through domain-specific self-efficacy than task-specific self-efficacy. In addition, teacher support had a greater association with learning outcomes through domain-specific self-efficacy than task-specific self-efficacy.
CONCLUSIONS
The relational mechanism of cognitive activation and teacher support on math achievement and academic emotions were differentially mediated by task- and domain-specific self-efficacy in Chinese math classrooms.
Topics: Humans; Self Efficacy; Students; Emotions; Anxiety; Achievement
PubMed: 36196764
DOI: 10.1111/bjep.12554 -
Japan Journal of Nursing Science : JJNS Apr 2023Acute chest pain is a commonly encountered symptom in hospital medical/surgical units; however, almost half of nurses in their second year of clinical experience in our...
AIM
Acute chest pain is a commonly encountered symptom in hospital medical/surgical units; however, almost half of nurses in their second year of clinical experience in our facility have reported struggling to care for acute chest pain patients. We developed, implemented, and examined the effectiveness of a simulation-based, mastery learning clinical nursing educational program to improve self-efficacy and performance in caring for patients with acute chest pain.
METHODS
The study adopted a single-site, single-cohort design using simulation-based performance assessment and self-efficacy surveys on a convenience sample of 37 second-year clinical nurse participants in multi-stage hybrid mastery learning educational intervention using asynchronous e-learning, and hands-on simulation training and assessment with feedback on caring for chest pain patients. Performance assessments and self-efficacy surveys were administered pre-, post-, and 5 months post-intervention.
RESULTS
Clinical performance on the post- and 5 months follow-up assessments were significantly higher than those for the pre-test (P < .0001). The self-efficacy scores for the post- and the 5 months follow-up assessments were significantly higher than the pre-course scores (P < .0001). Participants' self-efficacy perceptions were positively correlated with their performances at 5 months post-intervention.
CONCLUSION
Performance and self-efficacy of novice nurses in caring for acute chest pain patients improved significantly with the multi-stage hybrid mastery learning educational intervention, with improvements retained 5 months post-intervention. The results suggest the applicability of simulation-based mastery learning in a clinical setting for novice nurses to attain specific skills, and raise their self-perception of competence to care for patients in acute settings.
Topics: Humans; Self Efficacy; Clinical Competence; Learning; Nurses
PubMed: 36410049
DOI: 10.1111/jjns.12519 -
Applied Nursing Research : ANR Aug 2020The aim of this study is to assess the level of exercise self-efficacy in a population with chronic diseases and identify the factors that could influence exercise...
AIM
The aim of this study is to assess the level of exercise self-efficacy in a population with chronic diseases and identify the factors that could influence exercise self-efficacy.
BACKGROUND
Performing physical exercise is an important part of self-care in chronic diseases. It is highly influenced by individual's self- efficacy. However, little attention has been given to the identification of the factors that could affect the exercise self-efficacy among people with chronic diseases.
METHODS
This cross-sectional study was conducted to assess the exercise self-efficacy among people with chronic diseases using the Exercise Self-Efficacy Scale (ESE). Demographic and exercise profiles were also collected.
RESULTS
A total of eighty-five people with chronic diseases from outpatients' clinics participated in this study. The mean age of the participants was 52 ± 13.92 and more than half of them were females (58.8%). The mean score of exercise self-efficacy was 39 ± 21.55. Education level was the main factor that correlated with lower levels of exercise self-efficacy.
CONCLUSIONS
This study is first to provide preliminary evidence about levels of exercise self-efficacy and its associated factors among people with chronic diseases in Saudi Arabia. The level of exercise self-efficacy is low in people with chronic diseases and this mainly associated with educational factor. Nurses have an important role to promoting exercise self-efficacy through implementing a comprehensive plan that is patient's centered approach. However, further research is needed to assess perception, detect barriers and conduct intervention that aims to improve exercise Self-efficacy.
Topics: Chronic Disease; Cross-Sectional Studies; Exercise; Female; Humans; Saudi Arabia; Self Efficacy
PubMed: 32650891
DOI: 10.1016/j.apnr.2020.151275 -
Journal of Communication Disorders 2021In the field of Communication Sciences and Disorders (CSD) emphasis is placed on advancing research to inform evidence based practice. However, there is little...
INTRODUCTION
In the field of Communication Sciences and Disorders (CSD) emphasis is placed on advancing research to inform evidence based practice. However, there is little information about the research support and productivity of current faculty members in the discipline. The aims of this study are: to describe the resources and workload of faculty at different types of institutions; to examine whether self-perception of research self-efficacy differs between faculty across institution types; and to investigate whether self-efficacy, institutional factors, or workload characteristics predict research productivity.
METHODS
CSD faculty (N = 144) completed an online survey about their institutions, departments, and research resources. Respondents rated their research self-efficacy using the Quantitative and/or Qualitative Research Self Efficacy Inventory. Total Research Productivity was tallied using the Total Research Productivity Index. Responses were analyzed according to the respondent institution's Carnegie Classification and faculty rank to provide a more comprehensive picture of faculty experiences at different kinds of institutions.
RESULTS
Faculty across institution types are equally confident in their research abilities and their confidence is related to similar tasks overall. Departmental resources for research are aligned with Carnegie Classifications of institutions. Faculty at research-focused institutions showed overall higher research productivity but also reported spending similar time on departmental service and teaching. Research productivity was predicted by Carnegie Classification and time spent in advisement and clinic supervision. Limited opportunities for doctoral funding and engagement of post-doctoral research fellows were noted.
CONCLUSIONS
The results of this study further our understanding of the resources and limitations for research in different types of programs that offer CSD degrees. This information is necessary to inform policy decisions regarding academic careers in CSD, provide context for students considering an academic career, and enhance the research productivity of the field.
Topics: Communication; Faculty; Humans; Qualitative Research; Self Efficacy
PubMed: 34049086
DOI: 10.1016/j.jcomdis.2021.106107 -
Recherche En Soins Infirmiers 2022The prevalence of chronic diseases is a major public health problem. Therapeutic education, self-efficacy, the caregiving posture, and the strength-based approach to...
INTRODUCTION
The prevalence of chronic diseases is a major public health problem. Therapeutic education, self-efficacy, the caregiving posture, and the strength-based approach to care constitute the theoretical framework of this work.
CONTEXT
Physical activity is beneficial to the health of people living with chronic conditions, but its implementation and maintenance over time is difficult.
OBJECTIVE
To explore the self-efficacy of physical activity in people who have received therapeutic education and the notion of the caregiving posture in therapeutic education.
METHOD
A mixed descriptive and exploratory research design was used. Questionnaires and interviews were carried out with carers and people who had received therapeutic education.
RESULTS
The level of posture of the carers was high and homogeneous. The level of self-efficacy of people who had received therapeutic education was heterogeneous, with a greater disparity in scores.
CONCLUSION
The therapeutic education posture cannot compensate for all the personal and environmental factors influencing the practice of physical activity. Regular support for self-efficacy in physical activity is necessary for its implementation and maintenance over time.
Topics: Humans; Self Efficacy; Exercise; Posture; Caregivers
PubMed: 36609462
DOI: No ID Found -
Malawi Medical Journal : the Journal of... Jun 2023The case study teaching method is important in imparting critical thinking and clinical reasoning skills in nursing students. The self-efficacy of the nurse educators...
INTRODUCTION
The case study teaching method is important in imparting critical thinking and clinical reasoning skills in nursing students. The self-efficacy of the nurse educators towards the use of the case study teaching method is a critical aspect of determining the quality of teaching using this method. This study, therefore, aimed at assessing the self-efficacy of the nurse educators towards the use of the case study teaching method in Malawi.
METHOD
A cross-sectional study utilizing a quantitative research design was conducted at eight nursing colleges that are under the Christian Health Association of Malawi. Only nursing colleges offering college diplomas in nursing and midwifery technician were involved. A total of 145 nurse educators completed the Self-Efficacy towards Teaching Inventory. The computer software of Statistical Package for Social Sciences version 23.0 was used to analyze the data.
RESULTS
The results show that the nurse educators are confident in using the case study teaching method (mean=78.4, SD=11.166). The study results also show that there are differences in mean scores between the nurse educators who attended an education workshop and those who did not (t=5.2334; P<0.001).
CONCLUSION
The study indicates that Malawian nurse educators have moderate levels of self-efficacy in using the case study teaching method. This study, therefore, has shown a need for nurse educators to participate in strategies that can increase their level of self-efficacy in using case studies.
Topics: Humans; Self Efficacy; Cross-Sectional Studies; Christianity; Clinical Competence; Malawi
PubMed: 38264171
DOI: 10.4314/mmj.v35i2.3 -
PloS One 2022Prior research shows that in a particular science domain, students' identity depends on their self-efficacy, perceived recognition by others, and their interest in that...
Prior research shows that in a particular science domain, students' identity depends on their self-efficacy, perceived recognition by others, and their interest in that domain. In this study, we investigated how the end of the semester physics self-efficacy and perceived recognition by others for bioscience majors enrolled in the second semester of a traditionally taught mandatory physics course sequence predict their overall science identity aligned with their disciplinary major. We find that bioscience majors' physics self-efficacy and perceived recognition not only predict their physics identity but also their overall science identity. These relations between physics self-efficacy and perceived recognition and the overall science identity of bioscience majors suggest interdisciplinary connections that may provide additional pathways for boosting students' science identity, e.g., by enhancing their self-efficacy and perceived recognition in their other mandatory courses such as physics. We also find that on average, women majoring in bioscience had lower physics self-efficacy, perceived recognition, physics identity, and overall science identity than men even though women were not underrepresented in the physics course. One possible reason is that the societal stereotypes and biases pertaining to who can excel in physics can impact women who are constantly exposed to them throughout their life.
Topics: Female; Humans; Male; Peer Group; Physics; Self Efficacy; Students
PubMed: 36137066
DOI: 10.1371/journal.pone.0273621 -
Scandinavian Journal of Caring Sciences Mar 2022Nurses' professional values (NPVs) and self-efficacy (SE) are two fundamental elements in nursing care that influence its professional identity, competences, resulting... (Observational Study)
Observational Study
INTRODUCTION
Nurses' professional values (NPVs) and self-efficacy (SE) are two fundamental elements in nursing care that influence its professional identity, competences, resulting in changing the behaviour of professionals and their response to the patient's health needs. The various studies produced so far have not investigated a possible relationship between these two areas. Therefore, the objective of the following study is to identify and deepen the relationship between NPV and SE, in order to improve the knowledge of these issues.
MATERIALS AND METHODS
An observational, correlational and multicentric study has been carried out through a questionnaire based survey. The sampling was conventional. The data collection took place through Nursing Professional Values Scale, version 3 (NPVS-3), which investigates professional values; and Nursing Professional Self-Efficacy Scale (NPSES), which investigates self-efficacy and a socio-demographic questionnaire.
RESULTS
The total sample was 532 nurses and 65.6% was female, with a median age of 42 years and a median of 15 working years. Positive statistically significant correlations between the various domains of the NPVS-3 and NPSES scales were found. These relationships also emerged in the analyses between geographical areas. Overall, the relationships between self-efficacy and values were similar in all the analyses.
DISCUSSION
As the professional values of nurses increase in their response to the patient's health needs, self-efficacy perceived by them increases and vice versa, significantly effecting the clinic and care outcomes of the patients and improving nursing outcomes. The stratification of the sample by geographical area regarding the relationship between age, years of work and professional values indicated that these variables strongly influence the NPV and SE of nurses. Therefore, in some contexts, more support in maintaining a stable value structure may be needed; moreover, it is necessary to incentivise nurses with more effective interventions, as an example and a basis of motivation for future generations.
Topics: Adult; Female; Humans; Italy; Motivation; Self Efficacy; Surveys and Questionnaires
PubMed: 33751624
DOI: 10.1111/scs.12971 -
Journal of Perianesthesia Nursing :... Oct 2022The purpose of this quality improvement project was to determine if supplementing the current education process for new ostomates with standardized, health literate...
PURPOSE
The purpose of this quality improvement project was to determine if supplementing the current education process for new ostomates with standardized, health literate written education materials which are initiated preoperatively improves patient self-efficacy for management of their new ostomy.
DESIGN
A convenience sample of 25 patients undergoing new ostomy placement were selected to receive the written education materials. The project occurred in two outpatient clinics and an 874-bed hospital.
METHODS
Preoperative education by wound, ostomy, continence (WOC) nurses in the outpatient clinic was supplemented by the new health literate written education materials, and this education continued during the postoperative period before hospital discharge. Stoma self-efficacy was measured at three timepoints: pre- and posteducation in the outpatient clinic and before discharge from the hospital following surgery.
FINDINGS
Mean total self-efficacy scores significantly increased from 27.32 (SD = 12.15, confidence intereval [CI] = 22.30, 32.34) pre-education in the clinic to 39.56 (SD = 9.26, CI = 35.74, 43.38) posteducation in the clinic (P = .000), and further increased to 47.20 (SD = 7.38, CI = 44.14, 50.25) at discharge from the hospital postsurgery (P = .0004).
CONCLUSIONS
Initiating education preoperatively and supplementing it with standardized, health literate written education materials improved patients' stoma self-efficacy. By improving self-efficacy, patients may be more effective in self-management of their ostomy and better prepared to care for themselves upon discharge from the hospital to prevent complications and improve outcomes.
Topics: Humans; Ostomy; Preoperative Care; Quality Improvement; Self Efficacy; Surgical Stomas
PubMed: 35260298
DOI: 10.1016/j.jopan.2021.11.020 -
Advances in Experimental Medicine and... 2023The role of STEM-science, technology, engineering, mathematics-education is internationally recognized as critical to both the personal development of students and their...
The role of STEM-science, technology, engineering, mathematics-education is internationally recognized as critical to both the personal development of students and their future contribution to a country's economy as through this education they are equipped with the necessary twenty-first-century skills. As a result, there is a need to study the way in which such education affects students. In particular, the study of the self-efficacy factor is a contribution in this direction. Self-efficacy is a fundamental concept in the learning process as it contributes to shaping learning outcomes. Self-report scales are commonly used to measure self-efficacy; however, concerns in research circles have been raised regarding their limitations. On the other hand, there is a growing research interest in neurophysiological measures in the field of education, which seem to offer promising possibilities for understanding learning. Therefore, to better determine the impact of STEM education on students, a combination of self-report scales and neurophysiological measures is proposed to measure self-efficacy.
Topics: Self Efficacy; Humans; Students; Self Report; Learning
PubMed: 37581837
DOI: 10.1007/978-3-031-31986-0_62