The disposition effect refers to the tendency of investors to sell winners too early and hold on to losers too long, which is one of the most documented and robust decision biases. However, few studies have looked beyond demographic and social factors on the disposition effect. The current study investigated the association between financial self-efficacy (one’s belief about their personal capability in ultimate financial goals achieving), versatile cognitive style (an individual’s capability in deploying the experiential or (...) rational mode in ways that are contextually appropriate), and the disposition effect. A total of 285 employees from finance-related business completed anonymous questionnaires regarding financial self-efficacy, rational-experiential inventory, and the disposition effect. Our findings revealed that financial self-efficacy was significantly and positively associated with versatile cognitive style and the disposition effect. Further, versatile cognitive style partially mediated the relationship between financial self-efficacy and the disposition effect. Our findings provide valuable guidance for individual investors to make financial decisions based on their characteristics. (shrink)

Important strides have been made toward understanding the relationship between self-efficacy and life satisfaction. However, existing studies have largely focused on work and academic domains, leaving self-efficacy in the finance domain less frequently investigated. The present study applied the self-efficacy construct to the finance domain, namely “financial self-efficacy”, and tested the sequential mediating roles of high standards tendency and investment satisfaction in the relationship between FSE and general life satisfaction. A total (...) of 323 employees from finance-related businesses completed anonymous questionnaires regarding FSE, high standards tendency, investment satisfaction, and general life satisfaction. Results indicated that FSE influenced general life satisfaction through investment satisfaction, and sequentially through high standards tendency and investment satisfaction. These results provide contributions to the current literature on life satisfaction, and positive psychology literature by shedding light on the roles of high standards tendency and investment satisfaction in the relation between FSE and general life satisfaction. (shrink)

Although previous research shows that general self-efficacy is related to employability, the mechanism of them is unclear. Thus, this study aims to explore the relationship between general self-efficacy and employability, examines the mediating role of achievement motivation and career aspirations among financially underprivileged college students in China. The analysis of 651 participants from six provinces indicates that general self-efficacy positively predicts employability through the mediating chain of achievement motivation and career aspirations. Based on these (...) findings, the researchers propose feasible suggestions for related issues of financially underprivileged college students and future research. (shrink)

Grounded on the social exchange theory (SET), social cognitive theory (SCT), and self-determination theory (SDT), this study aims to explore the mediating role of self-efficacy (SE) and work engagement (WE) on the effect of social support (SS) on job satisfaction (JS) among Chinese ethnic minority kindergarten teachers (KTs). The results show that: (1) SS has a directly significant effect on JS; (2) WE mediates the relationship between SS and JS; and (3) SE mediates the relationship between SS (...) and WE. Although the mediation of SE on the relationship between SS and JS is not found, the posited multiple mediations of SE and WE on the relationship between SS and JS are totally accepted. The results reveal that SS mainland Chinese ethnic minority KTs received can not only have a direct effect on JS but also have an indirect impact through the one-path mediating role of WE and the chain mediating role of SE and WE. The results suggest that governments, supervisors, and sponsors should work together to provide ethnic minority KTs with more prioritized SS from both cultural psychology and financial material and opportunities for facilitating professional knowledge and skills in order to enhance their SE, inspire their WE, and eventually accumulate their JS. (shrink)

This paper focuses on the positives of introducing entrepreneurship education at the primary and secondary levels of education. Specifically, its central focus deals with building children’s entrepreneurial self-efficacy at a young age. Several benefits, of increasing self-efficacy at a young age, are outlined. Benefits, such as entrepreneurship training, not only train students but, it helps to prepare them for the new knowledge based economy. Further, entrepreneurship education should help increase the success and survival rates of women (...) and minority entrepreneurs. Essential to this process, a new curriculum needs to be devised including its means of assessment. Lastly barriers to an entrepreneurship program are discussed; this includes financial, political and negative perceptions of entrepreneurship education. (shrink)

Evidence suggests that men are more confident and less risk averse in financial decision making. Researchers did not address how men and women respond differently to goals in financial decision situations, however. In the present study, men set more challenging personal goals and risked more resources than women in a complex financial decision task. Men did not report higher self-efficacy versus women. As expected, gender interacted with assigned goals to predict self-efficacy, risk behavior, (...) and personal goals. Results concur with recent financial decision research that suggests men and women differ in their use of externally-provided information such as assigned goals. Suggestions for future research are offered and limitations are discussed. (shrink)

In response to numerous recent cases involving materially misstated financial information arising from fraudulent financial reporting, companies, auditors, and academics have increased their focus on strengthening internal controls as a means of deterring such unethical behaviors. However, prior research suggests that stronger controls may actually exacerbate the very opportunistic behavior the controls are intended to curb. The current study investigates whether the efficacy of an implemented control is conditioned on not only the strength of the control, but (...) also on how the firm frames the purpose for implementing the control. A monitoring purpose frames controls as reducing managers’ opportunities to engage in self-interested behavior, while a coordinating purpose frames controls as facilitating coordination between the firm and its managers. We posit that the efficacy of stronger controls to reduce unethical fraudulent reporting depends on the control frame. Using an experiment, this study investigates the interactive effect of control strength and control frame on managers’ fraudulent reporting decisions. As predicted, our results show that when controls are framed for monitoring purposes, stronger controls result in less fraudulent reporting than weaker controls. Conversely, when controls are framed for coordinating purposes, stronger controls result in more fraudulent reporting than weaker controls. Our results suggest that an inconsistency between the firm’s choice of the control strength and the control frame reduces the efficacy of the implemented control to curb unethical reporting behaviors. Furthermore, supplemental analysis shows that managers’ rationalization helps explain the interactive effect of control strength and communicated control purpose on fraudulent reporting. (shrink)

This study investigates the relationship between self-efficacy and resilience among 150 first-year college students. This study used a correlational research design. Thus, General Self-Efficacy Scale and Resilience Scale were utilized to measure the variables. Furthermore, the statistical analysis reveals that the r coefficient of 0.48 indicates a low positive correlation between the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between (...) self-efficacy and resilience among first-year college students. Implications were discussed in the study. (shrink)

The learning process of both students and teachers can be predicted based on the learning mode. Therefore, because of the COVID-19 pandemic, schools must start using online learning and abandon more traditional teaching techniques. Thus, this study investigates the relationship between self-efficacy and academic resilience among 150 senior high school students. Thus, the researchers employed General Self-Efficacy and Resilience Scale. Finally, the statistical analysis reveals that the r coefficient of 0.78 indicates a high positive correlation between (...) the variables. The p-value of 0.00, which is less than 0.05, leads to the decision to reject the null hypothesis. Hence, a significant relationship exists between self-efficacy and resilience among senior high school students. (shrink)

Examining intrapersonal factors theorized to influence ethics reporting decisions, the relation of self-efficacy as a predictor of propensity for internal whistleblowing is investigated within a US and Canadian multi-regional context. Over 900 professionals from a total of nine regions in Canada and the US participated. Self-efficacy was found to influence participant reported propensity for internal whistleblowing consistently in both the US and Canada. Seasoned participants with greater management and work experience demonstrated higher levels of self- (...) class='Hi'>efficacy while gender was also found to be influential to self-efficacy. These individual traits, although related to self-efficacy, did not directly relate to propensities for internal whistleblowing. The findings demonstrate that self-efficacy could represent an important individual trait for examining whistleblowing issues. Internal whistleblowing is becoming an important organizational consideration in many areas of North America, yet there is relatively little research on the topic. Organizations seeking effective internal reporting systems should consider the influence of self-efficacy along with its potential reporting influence. By empirically testing an under-examined component of theory related to internal whistleblowing, this effort contributes to management literature, extending the knowledge beyond a US context, and provides recommendation for managing individual bias with internal reporting systems. (shrink)

Self-Efficacy in Action provides a practitioner-friendly overview of the concepts, vocabulary, practices, and contexts related to teacher self-efficacy. This book engages readers in the meaningful discussions of practices and purposes of teacher self-efficacy to advance professionalism.

ABSTRACT Self-efficacy is the assessment of one’s capacity to perform tasks. Previous research has demonstrated that self-efficacy impacts ethical behavior and attitudes but its effect on ethical cognition and perceptions has not been studied. For the present study, participants analyzed an ethical dilemma after either high or low self-efficacy was induced. Participants analyzed the dilemma using one of two cognitive problem-solving techniques versus a third, control group, and what participants wrote about the problem was (...) content-analyzed to determine how ethical cognition is impacted by self-efficacy. Additionally, perceptions of the ethical problem were examined. Results revealed that differences in self-efficacy did not lead to changes in ethical cognition, but they did lead to changes in perceptions of ethical problems. Implications of these findings are discussed. (shrink)

This study demonstrates that legal effectiveness may depend on how an individual perceives him/herself as a competent user of law. The hypotheses tested in this study are that the self-perceptions of people may be more important for legal effectiveness than are the objective factors such as law enforcement agencies and the effectiveness of commercial legislation. The effectiveness concept was tested on survey data collected from 246 managers in Northwest Russia. The result is that the subjective self-perceptions are a (...) stronger determinant of the use of law than is the perceived institutional efficiency. Persons were to a lesser degree adopting law as an instrument conditioned on their calculation of the efficiency of courts and other institutions, but to a greater degree adopting law as a form of communication conditioned on their feeling of assuredness about their ability to communicate with legal terminology. Therefore there is a latent potential for improvement of legal effectiveness in the enhancement of how individuals perceive themselves as knowledgeable users of law. (shrink)

Plagiarism is a problematic issue in universities across the globe (Curtis & Vardanega, 2016 ). This study explored the relationship between negative emotionality and positive attitudes toward plagiarism through the mediation of academic self-efficacy and self-control. Negative emotionality was examined as three components: stress, anxiety, and depression. Self-report surveys were completed by 454 university students to investigate the relationship between negative emotionality and positive attitudes toward plagiarism, as well as the mediating role of academic self- (...) class='Hi'>efficacy and self-control in this relationship. The hierarchical multiple regression found that negative emotionality significantly predicted positive attitudes toward plagiarism over and above age and gender (i.e., where male students and younger students were more likely to plagiarise). Furthermore, three mediation analyses showed that academic self-efficacy and self-control mediate the relationship between positive attitudes toward plagiarism and each component of negative emotionality. Considering these results, subsequent research should investigate whether implementing strategies that alleviate stress, anxiety, and depression could increase academic self-efficacy and self-control, which in turn, could then reduce positive attitudes toward plagiarism. (shrink)

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

Some recent studies have suggested that belief in determinism tends to undermine moral motivation: subjects who are given determinist texts to read become more likely to cheat or engage in vindictive behaviour. One possible explanation is that people are natural incompatibilists, so that convincing them of determinism undermines their belief that they are morally responsible. I suggest a different explanation, and in doing so try to shed some light on the phenomenology of free will. I contend that one aspect of (...) the phenomenology is our impression that maintaining a resolution requires effort—an impression well supported by a range of psychological data. Determinism can easily be interpreted as showing that such effort will be futile: in effect determinism is conflated with fatalism, in a way that is reminiscent of the Lazy argument used against the Stoics. If this interpretation is right, it explains how belief in determinism undermines moral motivation without needing to attribute sophisticated incompatibilist beliefs to subjects; it works by undermining subjects' self-efficacy. It also provides indirect support for the contention that this is one of the sources of the phenomenology of free will. (shrink)

Multicultural education, in some capacity, is a part of nearly every teacher education program in the country. Studies have shown, though, that this multicultural education does not often include issues of gender non-conformity and sexuality as a part of the instruction. Given these experiences in teacher preparation programs, we wanted to investigate pre-service and in-service social studies teachers' sense of self-efficacy in working with LGBTQ youth, teaching LGBTQ content, and addressing LGBTQ bias in school context. Using a Likert-scale (...) we assessed the self-efficacy of 47 pre-service teachers. We found that the teachers had the highest sense of self-efficacy working with LGBTQ students and families. The participants reported a lower sense of self-efficacy teaching LGBTQ content and the lowest sense of self-efficacy addressing bias against LGBTQ individuals in commercial teaching materials and school contexts. The results of this study reveal the need for social studies teacher educators to be purposeful in the inclusion of these topics in their teacher preparation courses. (shrink)

The aim if this study is to examine the self-efficiency and intention differences of entrepreneurial personality in students before and after entrepreneurial class. This research is important to be conduct because of the entrepreneur interest of the undergraduate student is considered at the low level. Otherwise, Indonesia has increasing jobless persons. This research was conducted at fifth until seventh semester student of department of electric engineering. From 116 participants, concluded that there is no significant self-efficacy and intention (...) difference to be entrepreneurial at students before and after entrepreneurial class. There are some causes of the insignificant result. For example are maturation effect, no role model for student, and the subject of this lecture is more theoretical than experiential learning to be an entrepreneurial one. The result of this study gives positive contribution for developing entrepreneurial spirit for students.  . (shrink)

The great numbers of service industrial is moving in insurance field have made insurance salespeople’s job more difficult and full challenge. This condition makes that insurance salespeople ought to have self efficacy. Self efficacy is a confidance about self capability to run his job with success, also to control the conditions around for attaining the success. Self efficacy can be influenced by perception of transformational leadership style from direct superior. The subject of this (...) research is 102 insurance salespeople in a private life insurance company. Data gathering by questionnaires and analized by product moment correlation, and regression analysis to analized the dimensions. The result have proven that the hypothesis in this research is accepted, that there is a very significant positive relationship between perception of transformational leadership style from direct superior to insurance salespeople’s self efficacy (r = 0,473; p (two tailed) = 0,000 and p (one tailed) = 0,000). The relationship between each dimension in perception of transformational leadership style from direct superior to self efficacy is discussed in this research.  . (shrink)

The mechanism of how the COVID-19 global pandemic has affected the entrepreneurial intentions of college students remains unknown. To investigate the impact of the entrepreneurial environment on entrepreneurial self-efficacy and entrepreneurial intentions in the post-pandemic era, 913 college students were invited to complete a questionnaire. The data were analyzed with structural equation models. The conclusions revealed by the questionnaire are as followed: college students have retained some entrepreneurial intention in the post-pandemic era; the factors influencing the entrepreneurial intention (...) include sex, family entrepreneurial history, major, and education background; and entrepreneurial self-efficacy can play a major role to mediate the impact caused by the post-pandemic entrepreneurial environment on entrepreneurial intentions. The research conclusions provide important insights to improve college students’ entrepreneurial intentions in the post-pandemic environment. (shrink)

School-based Physical Education is important, especially to students with disabilities whose participation in physical activities out of school is limited. The development over time of participation-related constructs in relation to students’ perceived functioning and achievement is explored. Students in mainstream inclusive secondary school self-rated their PE-specific self-efficacy, general school self-efficacy, aptitude to participate in PE, and perceived physical and socio-cognitive functional skills at two timepoints, year 7 and year 9. Results were compared between three groups (...) of students with: disabilities, high grades, or low grades in PE. Over time, perceived physical skills of students with disabilities became strongly associated with self-efficacy and aptitude to participate. Perceived socio-cognitive skills in the study sample improved and had a positive effect on PE-specific self-efficacy. Efforts should be made to limit the accelerated negative impact of perceived restricted functioning of students with disabilities. Grading criteria need to be developed to comply with standards adapted to fit abilities of students with disabilities. Meaningful learning experiences appear to be created when participation is promoted and capacity beliefs are boosted. Allocating resources to support the development of students’ socio-cognitive skills seem to have potential for overall positive school outcome. (shrink)

The transition from university to working life appears a critical period impacting human service workers’ long-term health. More research is needed on how psychological factors affect the risk. We aimed to investigate how subgroups, based on self-efficacy, psychological flexibility, and basic psychological needs satisfaction ratings, differed on self-rated health, wellbeing, and intention to leave. A postal survey was sent to 1,077 recently graduated psychologists in Sweden, response rate 57.5%, and final sample 532. A hierarchical cluster analysis resulted (...) in a satisfactory eight-cluster solution. We identified two at-risk subgroups, displaying the lowest scores on health and wellbeing, and one potential low-risk subgroup with the highest ratings on said variables. The “Low risk?” group rated high on all three psychological constructs, a positive transition to working life, a work environment where resources balanced relatively high emotional demands, good health, and wellbeing. Almost the complete opposite ratings characterized the potential risk groups. “Quitting?” scored significantly higher than “Getting sick?” on self-efficacy and psychological flexibility as well as actively seeking new employment and reporting daily thoughts on leaving the profession. We suggest that a combination of low self-efficacy and psychological flexibility could increase the risk of individuals staying despite suboptimal working conditions. With combined higher self-efficacy and psychological flexibility, individuals in similar circumstances appear more inclined to quit. We conclude that the ways recently graduated psychologists rate their self-efficacy, psychological flexibility, and basic needs satisfaction appear to be reflected in their self-rated health and wellbeing. (shrink)

PurposeSelf-efficacy has been argued theoretically and shown empirically to be an essential construct for students’ improved learning outcomes. However, there is a dearth of studies on its causal effects on performance in mathematics among university students. Meanwhile, it will be erroneous to assume that results from other fields of studies generalize to mathematics learning due to the task-specificity of the construct. As such, attempts are made in the present study to provide evidence for a causal relationship between self- (...) class='Hi'>efficacy and performance with a focus on engineering students following a mathematics course at a Norwegian university.MethodThe adopted research design in the present study is a survey type in which collected data from first-year university students are analyzed using structural equation modeling with weighted least square mean and variance adjusted estimator. Data were generated using mainly questionnaires, a test of prior mathematics knowledge, and the students’ final examination scores in the course. The causal effect of self-efficacy was discerned from disturbance effects on performance by using an innovative instrumental variable approach to structural equation modeling.ResultsThe findings confirmed a significant direct effect of the prior mathematics knowledge test on self-efficacy, a significant direct effect of self-efficacy on performance, and a substantial mediating effect of self-efficacy between a prior mathematics knowledge test and performance. Prior mathematics knowledge and self-efficacy explained 30% variance of the performance. These findings are interpreted to be substantial evidence for the causal effect of self-efficacy on students’ performance in an introductory mathematics course.ConclusionThe findings of the present study provide empirically supports for designing self-efficacy interventions as proxies to improve students’ performance in university mathematics. Further, the findings of the present study confirm some postulates of Bandura’s agentic social cognitive theory. (shrink)

The aim of this research is to find the relationship between self efficacy and work performance of marketing employee refers to a person’s evaluation of his or her ability or competency to perform a task and reach a goal. Work performance is personal outcome that he or she performs in an organization. The participant for this study is 35 marketing employee of X Company. Using Pearson Correlation Product Moment, the result shows that there is a positive relationship between (...) marketing employee self efficacy and their work performance.  . (shrink)

Academic self-efficacy beliefs influence students’ academic and career choices, as well as motivational factors and learning strategies promoting effective academic success. Nevertheless, few studies have focused on the academic self-efficacy of university students in comparison to students at other levels. Furthermore, extant measures present several limitations. The first aim of this study was to develop a reliable and valid scale assessing university students’ self-efficacy beliefs in managing academic tasks. The second aim was to investigate (...) differences in academic self-efficacy due to gender, years of enrollment, and student status. The study involved 831 students enrolled in undergraduate programs. Indicators of academic experiences and performance were collected. A new scale measuring students’ academic self-efficacy beliefs was administered. Results from a preliminary Exploratory Factor Analysis were consistently supported by findings from a Confirmatory Factor Analysis. Multigroup CFA supported the presence of measurement invariance. Analyses revealed that the new scale has eight factors: “Planning Academic Activities,” “Learning Strategies,” “Information Retrieval,” “Working in Groups,” “Management of Relationships with Teachers,” “Managing Lessons,” “Stress Management,” and “Thesis Work.” Self-efficacy dimensions showed significant relations with academic experiences and students’ performance indicators, as well as differences due to gender, years of enrollment, and student status. Findings are discussed in terms of practical implications for the implementation of intervention programs aimed at fostering self-efficacy beliefs and academic success. (shrink)

The effect of task difficulty on inter-task transfer is a classic issue in motor learning. We examined the relation between self-efficacy and transfer of learning after practicing different versions of a stick balancing task. Practicing the same task or an easier version led to significant pre- to post-test transfer of learning, whereas practicing a more difficult version did not. Self-efficacy increased modestly from pre- to post-test with easy practice, but decreased significantly with difficult practice. In addition, (...) self-efficacy immediately prior to the post-test was significantly lower after difficult practice than easy or intermediate practice. Self-efficacy immediately prior to the post-test, performance at the end of practice, and pre-test performance explained 75% of the variance in post-test performance. The mediating role of self-efficacy on transfer of learning offers an alternative explanation for recent findings on the superiority of easy-to-difficult transfer and may help clarify inconsistencies in earlier research. (shrink)

The COVID-19 outbreak had a profound impact on many facets of society, particularly on the educational system. Therefore, all educational content must be delivered to students online, and it is the student’s responsibility to adjust to this new norm. Hence, this study sought to investigate if there is a significant relationship between self-efficacy and resilience among senior high school students. This study utilized correlational research, with the 150 grade 12 senior high school students enrolled in 2022-2023 as respondents. (...) Thus, the researchers employed General Self-Efficacy and Resilience Scale. Finally, the statistical analysis reveals that the r coefficient of 0.53 indicates a moderate positive correlation between the variables. The p-value of 0.00, less than 0.05, leads to rejecting the null hypothesis. Hence, a significant relationship exists between self-efficacy and resilience among senior high school students. (shrink)

ObjectivesThe aim of this study was to assess coronavirus disease 2019 anxiety and posttraumatic stress disorder symptoms in the hospital staff, as well as to identify protective factors of COVID-19 anxiety once the coronavirus pandemic was announced in Poland.Methods90 healthcare workers from the hospital in Poland completed validated self-report questionnaires assessing self-efficacy, emotional control, and PTSD symptoms; a questionnaire assessing COVID-19 anxiety; and a socio-demographic questionnaire. A multiple linear regression was conducted to assess the effects of gender, (...) being directly vs indirectly exposed to patients, and general self-efficacy on COVID-19 anxiety.ResultsThe analysis showed that female healthcare professionals indirectly exposed to patients and those who reported lower levels of general self-efficacy have a stronger tendency to experience COVID-19 anxiety [R2 = 0.301, F = 12.34, p < 0.01].ConclusionThe findings show the importance of self-efficacy for dealing with COVID-19 anxiety. The internal coping strategies should be introduced to healthcare workers. (shrink)

Due to the lockdown caused by the COVID-19 pandemic, e-learning suddenly spread to different levels of education, including university. In Spain, students of sports sciences are prepared during a 4-year study program to work in different areas and with different populations. The aims of this study were to assess the effect of pandemic-driven online teaching on self-efficacy for the inclusion of people with disabilities in a group of university students enrolled in a compulsory course on adapted physical activity (...) ; compare the gains from SE before and after the APA course with a sample of students who followed the same course before the pandemic; and explore the influence on SE scores according to three demographic variables: gender, previous SE training, and previous experience with people with disabilities. The study involved a sample of 124 university students, distributed into two groups: prepandemic and pandemic. They voluntarily completed the Spanish version of the Scale of Self-Efficacy of Physical Education Teachers of Physical Education toward Children with Disabilities, obtaining pre- and postcourse measurements. Due to the sudden lockdown, two-thirds of the pandemic course was taught online, and changes in the teaching strategies and tasks had to be made. Similar gains were obtained in both groups for the three subscales of the SE scale : intellectual, physical, and visual disability. No significant differences were found for comparisons between groups and the interaction effect of the course taught, nor for the three demographic co-variables. This study shows that teaching strategies that encourage student participation and reflections on learning increase student SE, regardless of the teaching format. Moreover, the gains in SE are invariable to demographic co-variables. (shrink)

This article presents the psychological meaning of school-to-work transition. Transition to taking up new social roles entails numerous difficulties, and that is why young people see it as a crisis point. According to researchers one of the predictors of effective transition to the labour market is self-efficacy. This article presents the two obtaining approaches to the psychology of self-efficacy beliefs. Both specific and generalized self-efficacy belief are good predictors of human behaviour, which has been (...) repeatedly confirmed in the studies. The authors of this compilation have integrated the two dominating approaches into one theoretical model, taking account of the three levels of generality proposed by Rosch. By doing that, a theoretical model has been created which allows for organising self-efficacy beliefs relating to life roles into a three-level hierarchical structure. (shrink)

The aim of this research is to find out the significant difference between successful seller and unsuccessful seller on self-efficacy and persuasion capability. Self-efficacy is people’ judgement about their capabilities to deal a problem at specific situation. Persuasion is a process communication that purposed for changing someone’s belief and behavior. The participants of research consists of 125 sellers, in which 80 are successful and 45 are unsuccessful. The data were taken by questionnaires. The processing technique is (...) using t-test with SPSS program 12.00 for Windows. The result of this research shows t(125) = -6.011, p<0,05, based on significant number 0,00. This shows the significant difference between successful seller and unsuccessful seller on self-efficacy. Furthermore, the number shows the level of self-efficacy on successful seller is higher compared to the level of self-efficacy on unsuccessful seller. On the other hand, the results of persuasion research shows t (125) = -7.501, p<0,05, based on significant number 0,00. This shows the significant difference between successful seller and unsuccessful seller on persuasion. The number also shows the level of persuasion on successful seller is higher compared to the level of persuasion on unsuccessful seller. (shrink)

Scholars have studied collective teacher efficacy mainly at the school level. The present study also focuses on collective teacher efficacy expectations, but it emphasises the collaborative teaching of two teachers working together in one classroom. This study investigates personal, contextual, and systemic factors that may influence collective self-efficacy expectations of Co-teacher teams. For the present study, 264 teachers who were part of a Co-teaching team finished an online questionnaire. Results from multiple regression analysis indicated that team (...) characteristics influenced the subjective evaluation of efficacy expectations in teams much more than individual characteristics or the social context in which Co-teaching teams worked. (shrink)

Current models of autobiographical memory suggest that self-identity guides autobiographical memory retrieval. Further, the capacity to recall the past and imagine one’s self in the future can influence social problem solving. We examined whether manipulating self-identity, through an induction task in which students were led to believe they possessed high or low self-efficacy, impacted episodic specificity and content of retrieved and imagined events, as well as social problem solving. Compared to individuals in the low (...) class='Hi'>self efficacy group, individuals in the high self efficacy group generated past and future events with greater specificity, positive words, and self-efficacious statements, and also performed better on social problem solving indices. A lack of episodic detail for future events predicted poorer performance on social problem solving tasks. Strategies that increase perceived self-efficacy may help individuals to selectively construct a past and future that aids in negotiating social problems. (shrink)

In this article, we investigate the role of self-efficacy in intentional habit building. We analyzed event sampling data from a habit building app we created that helps define and track habit data. We used hierarchical growth curve modeling and multilevel mediation to test our hypotheses. In a first study, N = 91 university students built new study habits over a period of 6 weeks in a controlled study. We found that the trait-like general self-efficacy predicted automaticity (...) but not the experience of motivational interference. In a second study with real user data, N = 265 idiographic habits have been analyzed. The specific SE associated with these habits – habit-specific self-efficacy – was measured during habit formation. We found that lagged HSE predicted automaticity and that lagged automaticity predicted HSE, indicating a positive feedback mechanism in habit building. Furthermore, we found that lagged HSE predicted less MI during habit performance. A multilevel mediation analysis showed significant effects of lagged HSE and aggregated HSE on MI, which were both partially mediated by automaticity. These results show the importance of defining the specificity of SE beliefs and how they interact with automaticity in the habit building process. (shrink)

Differentiated instruction is an approach that centers on the fact that every student is different and shapes the teaching process according to this reality. Students in the learning environment differ from each other in terms of characteristics such as prior knowledge, interest, needs, learning style, socio-cultural background, cognitive-affective-psychomotor readiness. In order for students with different characteristics to benefit from education in the best way, it is necessary to diversify education in terms of content, teaching-learning process and measurement-evaluation dimensions, taking these (...) differences into account. In this diversification, students' readiness, interest and learning profiles are taken into account as a whole. Although educational programs are prepared by taking the similarities between individuals into account in practice, teachers are expected to diversify the process by taking the individual differences of the students into account and design different learning paths for students with different characteristics. One of the areas that needs to be planned and implemented with a differentiated teaching approach within formal education is religious education. Differentiated religious teaching is to diversify religious teaching in terms of content, learning-teaching process and measurement and evaluation dimensions, taking the individual differences of students into account such as their prior religious knowledge, interest and attitudes towards religion, cultural affiliations and learning profiles. In this study, the self-efficacy perceptions of Religious Culture and Moral Knowledge (“Din Kültürü ve Ahlâk Bilgisi”, abb. DKAB in Turkish) teachers towards differentiated teaching were examined. Determining the self-efficacy perceptions of DKAB teachers regarding differentiated instruction is important in terms of providing information about their success in planning, implementing and evaluating according to differentiated instruction in the Religious Culture and Moral Knowledge course. The research sought answers to the following questions: 1. What are DKAB teachers' self-efficacy perceptions towards differentiated instruction? 2. Is there a significant relationship between DKAB teachers' self-efficacy perceptions towards differentiated instruction and teachers' gender, age, years of service, graduated higher education program and the type of school they work in? The research is a descriptive study and is of quantitative type and survey model. The population of the research consists of DKAB teachers working in primary and secondary education institutions in the 2nd semester of the 2021-2022 academic year. The sample of the research consists of 425 DKAB teachers selected from the population using the appropriate sampling method. Differentiated Instruction Self-Efficacy Scale developed by Mutlu, Öztürk and Aktekin was used to collect the data used in the research. The data collected in the study was analyzed using the SPSS 25.0 package program. According to the findings obtained in the study, DKAB teachers' self-efficacy perceptions regarding differentiated instruction are at a high level. The characteristics of DKAB teachers' age, years of service, and the type of school they work in do not have a significant effect on teachers' self-efficacy perceptions regarding differentiated instruction. There is a significant relationship between DKAB teachers' gender and the characteristics of the higher education program they graduated from and their self-efficacy perceptions. Male teachers consider themselves more competent in differentiated instruction. The self-efficacy perceptions of the teachers who graduated from the primary education DKAB Teaching program are at a higher level than the teachers who graduated from the theology (Ilahiyat) program, which is described as the faculty of theology. It is thought that the research will contribute to the field of differentiated religious teaching. (shrink)

This study was designed to estimate the associations between self-efficacy and professional identity. A total of 1,051 freshmen nursing students from the Be Resilient to Nursing Career program were recruited from four universities between September and November 2020. A latent profile and moderated meditation analysis were performed. Four profiles of self-efficacy were identified and named as Lowest, Med-low, Med-high, and Highest. The mediating role of resilience and the moderating effect of role models were also identified. Therefore, (...) self-efficacy, resilience, and role models may be three important factors to professional identity in FNSs and these relationships should be further validated in longitudinal or interventional studies. (shrink)