Prokrastinering innebär att frivilligt skjuta upp en viktig aktivitet, trots vetskapen om att det leder till stress, ångest och ytterligare negativa konsekvenser. Enligt forskning anses 80-95 % av alla högskolestudenter prokrastinera,  50 % av studenterna uppger att detta leder till problem. Self-efficacy är individens tilltro till den egna förmågan att klara av saker. Syftet med studien var att undersöka prokrastinering i relation till self-efficacy och studieresultat. Metoden som användes var en webbenkät där två mätinstrument kombinerades, varav dessa är välkända inom forskning på området, Procrastination Assessment Scale for Students samt College Academic Self-efficacy Scale. Därtill adderades ett flertal frågor som mätte studieresultat. I undersökningen deltog 426 högskolestudenter varav 141 män. Resultatet visade på signifikanta samband mellan prokrastinering och sämre studieresultat, samt mellan prokrastinering och låg self-efficacy. Uppskjutande är ett destruktivt beteende som kan ge allvarliga konsekvenser på flera områden. Av den orsaken bör det vara viktigt att bedriva forskningen vidare.

Since the imposter phenomenon was first identified, much research has been conducted on its occurrence in different populations and its impact on functioning. This study investigated the influence of the imposter phenomenon on counseling selfefficacy among graduate level counseling and counseling psychology trainees. A structural equation model was developed and tested to determine the relationships between counseling experience, the imposter phenomenon, and counseling selfefficacy. The model indicated that the imposter phenomenon had a negative relationship with counseling self-efficacy. It also revealed the influence of prior experience, months in practicum, and number of counseling hours on counseling selfefficacy. Additionally, the lack of relationship between experience and the imposter phenomenon suggested that imposter feelings persist beyond the early levels of trainees’ development. The imposter phenomenon, however, moderated the relationships between two experience variables, months in practicum and number of counseling hours, and counseling self-efficacy. The results did not reveal a mediating effect of the imposter phenomenon on the relationship between experience and counseling self-efficacy. Supplementary analysis using a MIMIC model indicated no significant relationship between gender and imposter feelings. Strengths, limitations, directions for future research, and implications for practice and training counselors and counseling psychologists were presented. / Department of Counseling Psychology and Guidance Services

Companies, also financial institutions, realign, redesign, restructure and downsize on an ongoing basis, increasing tension in employees to survive in the work environment. Besides coping with the impact of recessions and layoffs, employees also have to cope with increased workloads and the pressures of modem life. Employment is not only a means of financial viability, but also defines individuals' identities. Job loss - or even the threat of it - can be psychologically devastating and may influence the psychological well-being of employees. This may impact their perceived job satisfaction as well. The current trend within organisations is to move towards a model that focuses on strengths, where individuals take charge of their own lives and have effective working conditions where they successfully cope and perform optimally. The objective of this research was to determine the relationship between psychological wellbeing (i.e. self-efficacy, positive and negative affect, and sense of coherence) and job satisfaction of employees in a financial institution. The research method for this article consisted of a brief literature review and an empirical study using a cross-sectional survey design to collect data. An availability sample (N = 117) was taken from employees from different levels in a financial institution. The Minnesota Satisfaction Questionnaire (MSQ), Generalised Self-Efficacy Scale (GSES), Affectometer 2 (AFM), Orientation to Life Questionnaire (OLQ) and a Biographical questionnaire were administered. The statistical analysis was carried out with the help of the SPSS-programme. The statistical methods utilised in the article consisted of descriptive statistics, Cronbach alpha coefficients, Pearson product-moment correlation coefficients, Regression analysis and Manovas. The results showed acceptable internal consistencies for all the constructs. Product-moment correlation coefficients showed significant positive correlations between self-efficacy, positive affect, sense of coherence and job satisfaction and significantly negative correlations between negative affect, self-efficacy, positive affect and sense of coherence. Self-efficacy, positive and negative affect, and sense of coherence predicted 19% of the variance in job satisfaction with sense of coherence the only significant predictor of Job Satisfaction. No differences in terms of biographical characteristics in the experience of self-efficacy, positive affect, negative affect, sense of coherence and job satisfaction could be found. Recommendations for future research were made. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

Syfte: Syftet med studien var att undersöka beachvolleybollspelares upplevelse i samband med axelskada och vad som kan påverka tillbakagången till beachvolleyboll efter en axelskada. Design: En kvalitativ ansats har använts där djupintervjuer ligger till grund för studien. Urval: Fem medverkande som spelar eller har spelat beachvolleyboll på elitnivå deltog i studien. Samtliga har drabbats av axelskada där skadan hindrat dem från att träna/tävla på tilltänk nivå under minst 28 dagar. Resultat: Fynden av denna studie indikerar att den egna drivkraften hos individen, tillsammans med en tydlig målsättning och stöd från omgivningen är tre orsaker som bidrar till att öka chanserna att komma tillbaka till beachvolleyboll efter axelskada. Några av de medverkande tyckte att det var mentalt starkare och även tekniskt bättre efter rehabiliteringen.

The purpose of this qualitative study was to explore students’ perceptions and experiences of feeling confident in some clinical areas and not in others and to explore how clinical teachers may increase students’ feelings of self-efficacy during clinical practice. Using Bandura’s (1997) theory of Self-efficacy as a framework three major themes and several subthemes emerged from the data as important influences to student learning. Clinical Education facilitator (CEF) was the term used in this study for clinical teacher (CT)and was considered by students to be the most important influence to clinical learning.The CEF was the most developed theme followed by the theme of the environment and the theme of the student. The findings of this research were found to be consistent with the literature related to self-efficacy and student learning in the clinical setting. Implications for nursing education and recommendations for further research were discussed.

College serves as a venue for development, where one aim is to produce autonomous students. In this process of developing towards autonomy difficulty and challenges occurs, and thus some students choose to seek counselling. Based on this it has been desirable to gain a deeper understanding of how college students experience this process. Hence, the research question of this thesis is: How do college students who seek counselling experience their development towards autonomy? This thesis is conducted by using Q methodology. 14 college students who have been to counselling participated in this research. Based on the research question the participants sorted 36 statements in accordance with their recognition of themselves in them, from least like me to most like me. The statements were produced with the help of Fisher’s balanced block design. The research design includes theory about self-efficacy, self-awareness in a developmental perspective, and the counselling relation. Based on an analysis of the participants’ Q sorts, a four-factor solution appeared. The factors represent different viewpoints existing among the college students who seek counselling, related to the development towards autonomy. These were further interpreted and given names. Factor 1: Others make me feel strong, but I do not do what is required to succeed. Factor 2: All the expectations make me lack a feeling of control. Factor 3: I take responsibility for personal development, but not necessarily in school. Factor 4: Although I work hard I need others to believe in me. The factors were discussed in relation to theory. What emerged was an understanding that the factors represent different points along the journey towards autonomy. At the same time, all of the students also have a tendency to prevent themselves from full potential of development. An increased self-awareness is believed to be necessary to overcome this, which can be attained with the help of counselling.

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Spreadsheet programs are widely used in business and government. Unfortunately, there is strong evidence that many spreadsheets contain errors. In spite of the importance of spreadsheets in decision-making, studies have shown consistently that end-user spreadsheet developers rarely test their models thoroughly after development in the manner that professional programmers test software. One contributing factor to both error rates and the lack of post development testing may be that spreadsheet developers are overconfident in the correctness of their spreadsheets. Overconfidence is a widespread human tendency, and it has been demonstrated among spreadsheet developers. When people are overconfident, their "stopping rules" for error detection during and after development may be premature, causing them to stop checking before they should. This may contribute to the number of errors. At the same time, a research construct that appears to be closely related is self-efficacy, which has been shown that high self-efficacy is positively related to computer task performance, including spreadsheet performance (although not specifically to error reduction performance). The findings from this research concluded that people with high self-efficacy and high confidence make fewer errors than those with low self-efficacy and high confidence. Also, a "think-aloud" protocol analysis of a subset of subjects observed a lack of system design and analysis effort and a minimal amount of testing during the development of spreadsheet tasks. / Includes bibliographical references (leaves 96-103). / Electronic reproduction. / Also available by subscription via World Wide Web / ix, 135 leaves, bound .ill 29 cm

Thesis (M.S.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in counseling psychology." Advisors: Johanna E. Nilsson and Tamera B. Murdock. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 24, 2008. Includes bibliographical references (leaves 176-186). Online version of the print edition.

Thesis (Ph. D.)--University of Nevada, Reno, 2006. / "December 2006." Includes bibliographical references (leaves 102-108). Online version available on the World Wide Web.