Yes / Smokers usually lack confidence to quit smoking due to previous unsuccessful attempts. This study aimed to assess self-efficacy and quitting smoking among current adult smokers in Suva, Fiji. Methods: This study applied a mixed method design among current adult smokers who attended three randomly selected healthcare centers in Suva, Fiji between 1st May to 31st July 2020. A self-administered questionnaire was used to collect quantitative information on smoking and smoking cessation, self-efficacy, and stage of smoking. A semi-structured, open-ended questionnaire was used to guide the interviews. Qualitative data was transcribed and thematic analysis was applied to identify the common themes. Results: Four hundred sixty-four smokers participated in the quantitative study, with a mean age of 32.7 (SD=12.1). Only 16.6% of participants were at the stage of “Preparation” and 4.95% of them were at the stage of “Action”, according to the stage of change model. Majority of participants (43.1%) had low self-efficacy to quit smoking. Thirty-five smokers participated in in-depth interviews, with majority (48.57%) in the age group of 18-24. Two themes were identified including “Determinants of self-efficacy” and “Factors affecting quit smoking”. Conclusions: This study showed that adult smokers had low confidence to quit smoking. Developing a tailored intervention using models such as Transtheoretical Model (TTM) and stage of change may help smokers to quit smoking in Fiji. / This project was funded by the Fiji National University grant.

Principals today face greater job complexities and more diverse challenges than ever before because of decreases in resources, funding, and district support, along with increases in accountability expectations, student diversity, and unfunded federal and state mandates. Principals today are tasked with myriad responsibilities ranging from facilities management and fiscal and legal concerns to instructional leadership and stakeholder relationships. The purpose of this study is to examine the role of formal, structured leadership coaching and engage in further inquiry to determine the effect of leadership coaching on principal efficacy in a complex and challenging educational environment. This convergent parallel mixed-method research approach is meant to determine if elementary principals' participation in formal leadership coaching programs increases their level of efficacy, as well as how different districts structure and implement these programs for the benefit of their administrators.

This dissertation aims to identify undergraduate students' perspectives concerning the effectiveness of CBI environments as an instructional tool, and the influence it has on their self-efficacy and motivation. Data was collected from 221 participants from two midwestern universities. A convergent mixed-method research was conducted using a Likert-style survey and semistructured interviews. Stepwise regression, Pearson correlation coefficient, effect sizes and thematic analysis were used to identify significant relationships between variables, and find recurring themes. It was found that over 70% of the student population had positive attitudes towards the use of CBI environments with a mean of 3.5 on a 5-point scale. Students who had a high mean attitude towards CBI systems also had a high mean self-efficacy score. Secondly, four models emerged which suggests that; the value student assign to tasks, the control over the CBI environment, control over their learning, and motivation are significant factors (p>.50) that affect their self-efficacy. Finally, it was found that students' motivation is affected by instructional components, challenges, lack of instructor presence, and feedback. It can be concluded that varying factors that can affect how students' perceive the courses and their abilities, and the implementation of adaptive CBI systems maybe an option to meet students' diverse instructional needs. Future research recommendations are (1) if professors pacing of activities within a CBI affect students' self-efficacy when course semesters vary, and (2) if the lack of professor control over activity design negatively impacts students learning and motivation.

Bakgrund: Self-efficacy, en persons tilltro till sin förmåga, är en faktor som påverkar hälsobeteenden såsom fysisk aktivitet. Exercise Self-Efficacy Scale mäter denna egenskap genom självskattning, men har inte utvärderats för personer med schizofreni. Syfte: Att omarbeta Exercise Self-Efficacy Scale för personer med schizofreni. Metod: Deskriptiv design med psykometrisk prövning av den omarbetade Exercise Self-Efficacy Scale. Första delen av studien bestod av fokusgrupper med patienter och personal på en psykiatrisk öppenvårdsmottagning för patienter med psykossjukdom. Utifrån resultatet av dessa utvecklades Exercise Self-Efficacy Scale – Schizophrenia Version. I den andra delen av studien fyllde 32 patienter med schizofreni eller schizoaffektivt syndrom i den omarbetade skalan vid två tillfällen med två veckors mellanrum. Beräkningar gjordes av inre överensstämmelse, test-retest reliabilitet och korrelation med självrapporterad fysisk aktivitet. Resultat: Fokusgrupperna gav rik information om faktorer såsom upplevda hinder för fysisk aktivitet och passande utformning av den nya skattningsskalan. Exercise Self-Efficacy Scale – Schizophrenia Version hade en mycket hög inre överensstämmelse (Cronbach's Alpha = 0,961) och test-retest reliabilitet (ICC = 0,951, p < 0,001). Skattad self-efficacy hade ett samband med självrapporterad fysisk aktivitet (Spearman's rho = 0,531, p < 0,01). Slutsats: Exercise Self-Efficacy Scale – Schizophrenia Version har hög reliabilitet och kan användas för självskattning av self-efficacy för fysisk aktivitet bland personer med schizofreni. Instrumentet kan vidareutvecklas genom att identifiera eventuellt överflödiga delfrågor. / Background: Self-efficacy is a factor that influences health behaviours such as physical activity. Exercise Self-Efficacy Scale is a self-rating scale designed to measure self-efficacy beliefs, but has not been evaluated for people with schizophrenia. Aim: To revise Exercise Self-Efficacy Scale for people with schizophrenia. Method: Descriptive design with psychometric evaluation of the revised Exercise Self-Efficacy Scale. The first part of the study included focus groups with patients and staff members at a psychiatric outpatient clinic for patients with psychosis. Based on the results of those, Exercise Self-Efficacy Scale – Schizophrenia Version was developed. In the second part of the study, 32 patients with schizophrenia or schizoaffective disorder completed the revised scale on two occasions separated by a two week interval. Internal consistency, test-retest reliability and correlation with self-reported physical activity were examined. Result: The focus groups gave rich information on factors such as perceived barriers to physical activity and suitable tailoring of the new rating scale. Exercise Self-Efficacy Scale – Schizophrenia Version showed a very high internal consistency (Cronbach's Alpha = 0,961) and test-retest reliability (ICC = 0,951, p < 0,001). Rated self-efficacy showed a correlation with self-reported physical activity (Spearman's rho = 0,531, p < 0,01). Conclusion: Exercise Self-Efficacy Scale – Schizophrenia Version has a high reliability and can be used for self-rating of exercise self-efficacy among people with schizophrenia. The instrument can be further developed by identifying potentially redundant items.

Bakgrund Cancerdrabbade lider ofta av cancerrelaterad fatigue (CRF) och försämrad livskvalitet under och efter behandling. Hälsofrämjande fysisk aktivitet (HFA) kan minska risken för dessa negativa konsekvenser. HFA påverkas bl.a. av träningsrelaterad self-efficacy, dvs tilltron till egen förmåga att vara fysisk aktiv. Syfte Att undersöka HFA hos personer under adjuvant cancerbehandling vid diagnos och efter sex månader samt att undersöka om de med en stabil HFA hade lägre CRF, högre livskvalitet samt högre träningsrelaterad self-efficacy jämfört med dem utan stabil HFA. Metod Kohortstudie med jämförande, prospektiv design. Data insamlades vid baslinje- och sexmånadersmätningar (n = 45) från en historisk kontrollgrupp inom ramen för en större longitudinell studie, med accelerometer (SenseWear Armband mini) samt tre enkäter (FACIT-F, EORTC QLQ C30 och EBSS). Data analyserades med deskriptiv statistik och oberoende t-test (P<0,10). Resultat Av 45 deltagare hade 26 (48%) stabil HFA. Denna grupp skilde sig vid sex månader signifikant från gruppen som inte hade stabil HFA i CRF: (M=41, SD=10.3) mot (M=33, SD=10.6), t(43)=7.3, p=0.027, generell livskvalitet: (M=72, SD=19.7) mot (M=60, SD=19.4), t(43)=11.4, p=0.010, upplevd funktion: (M=87, SD=13.3) mot (M=76, SD=16.5), t(43)=11.0, p=0.014 och upplevda symtom: (M=14, SD=10.0) mot (M=23, SD=18.1), t(43)=-9.4, p=0.031. Ingen statistiskt signifikant skillnad fanns gällande träningsrelaterad self-efficacy mellan grupperna vid diagnos. Slutsats Resultaten tyder på att en stor andel av cancerdrabbade har stabil HFA under adjuvant behandling och dessa rapporterar bättre hälsa med avseende på CRF och livskvalitet jämfört med cancerdrabbade som inte har stabil HFA. Större studier behöver göras för att kunna dra säkra slutsatser. / Background Cancer-related fatigue (CRF) and low quality of life are prevalent among people undergoing adjuvant cancer treatment. Health-enhancing physical activity (HEPA) protects from these negative consequences. HEPA in turn, is influenced by exercise-related self-efficacy. Aim To describe levels of HEPA among people undergoing adjuvant cancer treatment at diagnosis and after six months, and to determine if those with a stable a HEPA had lower CRF, higher quality of life and exercise-related self-efficacy compared to those without a stable HEPA. Method Cohort study with a comparative, prospective design. Baseline and six-months data (n=45) were collected from a larger longitudinal study, by accelerometer (SWA) and three questionnaires (FACIT-F, EORTC QLQ C30, EBSS). Data were analysed using descriptive statistics and independent t-test (P <0.10). Result Among the 45 included, 26 (48%) had a stable HEPA. This group was significantly different at six months compared to the group without a stable HEPA in CRF: (M=41, SD=10.3) to (M=33, SD=10.6), t(43)=7.3, p=0.027, general quality of life (M=72, SD=19.7) to (M=60, SD=19.4), t(43)=11.4, p=0.010, perceived function: (M=87, SD=13.3) to (M=76, SD=16.5), t (43)=11.0, p=0.014 and perceived symptoms: (M=14, SD=10.0) to (M=23, SD=18.1), t(43)= - 9.4, p=0.031. No difference was found between the groups regarding exercise-related self-efficacy. Conclusion The results indicated that a large proportion of people undergoing adjuvant cancer treatment have a stable HEPA and these people report better health such as lower CRF and higher quality of life compared to those without a stable HEPA. Larger studies are needed to allow firm conclusions.

This study examined the impact of providing general education teachers with increasing levels of information about autism. Specifically, the amount of information given to teachers was examined as it impacted: 1. teacher self-efficacy, 2. teacher knowledge about autism, and 3. whether knowledge mediates self-efficacy. An online survey format was utilized to randomly assign 129 teachers to one of four information conditions. Namely, these conditions were 1) a control condition in which neutral information regarding sleep, retention, and zero tolerance policies was provided to the teachers (Control), 2) a diagnosis only condition in which only educational and medical diagnostic information was provided to the teachers along with information regarding sleep and retention (Diagnosis only), 3) a diagnosis plus functioning condition in which teachers were provided with diagnostic information plus information regarding how children with autism function in daily lives along with neutral information regarding sleep (Diagnosis + Functioning), and 4) a diagnosis plus functioning plus strategies condition in which teachers were provided with the diagnostic and functioning information in addition to information concerning efficacious educational strategies for students with autism (Diagnosis + Functioning + Strategies). A pre-test/post-test design was implemented to determine the effects of the information provided to the teachers. Increased levels of information resulted in a significant increase in autism knowledge overall. Regarding teacher self-efficacy for teaching students with autism, self-efficacy was observed to increase from pre-test to post-test; however, these increases were not significant. Additionally, a mediation model could not be established due to a lack of correlation between the independent variable of information condition and the dependent variable of self-efficacy. Results indicated that when given specific, demonstrative information about autism, teachers' knowledge subsequently increases; however, this given information does not result in an increase in self-efficacy for teaching students with autism, indicating that information alone is not enough to increase teachers' self-efficacy, and additional practice may be needed to truly enhance teachers' confidence for teaching this population.

Abstract The purpose of this study was to examine the relationship between Louisiana Principals’ self-efficacy beliefs and student achievement. This study was grounded in the research of Bandura’s model of triadic reciprocal causation and more recent research on principals’ self-efficacy beliefs. Using the Principals’ Sense of Efficacy Scale (PSES) (Tschannen-Moran & Gareis, 2004) measures of principals’ self-efficacy were collected and analyzed for (1) instructional leadership, (2) management, and (3) moral leadership. Principals across the state of Louisiana were emailed a link to the PSES and were asked to provide the names of their schools and asked for the number of years they had served as principal at their current school. Principals with two or more years were allowed to continue and complete the PSES. Three hundred eleven principals completed the PSES. Two years of student achievement reports [indicating Assessment Indices (AI)], published by the Louisiana Department of Education, were available for 271 of the 311 respondents. Pearson correlational analyses were used to determine relationships between variables. This study found no statistically significant relationships between management, and moral leadership efficacy and change in AI over a two-year period. However, there was a small (p = 0.047), but statistically significant (R2 = 0.010) relationship between instructional leadership efficacy and change in AI over a two-year period. The researcher recommends that the following steps be taken in future research seeking to determine the relationship between instructional leadership efficacy and change in AI: 1) exploration of data collection by means other than self-reporting, 2) use of student-level value-added data rather than the cohort-level data available here, and 3) use of a larger and more diverse sample of principals. Keywords: Principals, self-efficacy beliefs, or principals’ self-efficacy beliefs

Se analizó la relación entre las variables de empatía, autoeficacia general y autoeficacia en situaciones sociales, así como entre sus dimensiones. La muestra estuvo conformada por 159 bomberos voluntarios (21.4% mujeres y 78.6% hombres), con una edad promedio de 36.08 años (DE = 10.90), pertenecientes a diversas bombas de Lima Metropolitana. Se les aplicó tres instrumentos: el Interpersonal Reactivity Index (IRI adaptado al español), Escala de Autoeficacia General y Escala de Autoeficacia en Situaciones Sociales. En relación a los resultados, se encontraron relaciones significativas entre la empatía y autoeficacia tanto general como en situaciones sociales. Específicamente, la dimensión Toma de Perspectiva de empatía presentó una correlación positiva, y de magnitud moderada con Autoeficacia General (rs = .44, p <. 01). Además, Toma de Perspectiva y las dimensiones de Autoeficacia para el control cognitivo (rs = .35, p <. 01) y Autoeficacia para habilidades de afrontamiento (rs = .31, p <. 01), presentan correlaciones positivas, y de magnitud moderada. Por el contrario, Distrés personal se asoció negativamente con todas las dimensiones de autoeficacia, respectivamente, (rs = -.28, p <. 01), (rs = -.27, p <. 01), (rs = .40, p <. 01), (rs = -.36, p <. 01). Adicionalmente, se encontró una relación negativa, y de magnitud moderada entre la edad y la dimensión Fantasía de empatía (rs = -.31, p <. 01). / The relationship between the variables of empathy, general self-efficacy and self-efficacy in social situations, as well as between their dimensions, was analyzed. The sample consisted of 159 volunteer firemen belonging to several fire stations of Metropolitan Lima. Of both sexes, being 21.4% women and 78.6% men, with an average age of 36.08 years (SD = 10.90). To which three instruments were applied: the Interpersonal Reactivity Index (IRI adapted to Spanish), the General Self-Efficacy Scale and the Self-Efficacy Scale in Social Situations. Regarding the results, it was found that, in general, significant relationships were found between empathy and self-efficacy, both general and social situations. Specifically, the Taking Empathy perspective dimension presented a positive correlation, and of moderate magnitude with General Self-efficacy (rs = .44, p <. 01). In addition, Perspective Taking and the dimensions of Self-efficacy for cognitive control (rs = .35, p <. 01) and Self-efficacy for coping skills (rs = .31, p <. 01), present positive correlations, and of magnitude moderate In contrast, personal distress was negatively associated with all self-efficacy dimensions, respectively, (rs = -.28, p <. 01), (rs = -.27, p <. 01), (rs = .40, p <. 01), (rs = -.36, p <. 01). Additionally, a negative relationship was found, with a moderate magnitude between age and the Fantasy of Empathy dimension (rs = -.31, p <. 01). / Tesis

While several studies examining African Americans' mental health rates appeared in the past, existing research does not describe internal and external factor influences on positive ethnic identity development and their mediating effects on mental health help-seeking attitudes for this population. This quantitative study used structural equation modeling to examine the relationships between 3 ecological levels (the individual level/level of bicultural identity, the family level/family ethnic socialization, and the social context level/self-concealment) and examine their collective influence on ethnic identity development and mental health help-seeking attitudes of African Americans. The choice of variables for this study was grounded in Stokols' social ecological theory, Lewin's theory of psychological fields, and Bronfenbrenner's ecological systems that outline human development. Results were measured by responses to surveys from 161 African American males and females residing within the Atlanta, Georgia area. The family and social level were more predictive of ethnic identity development and ethnic identity positively and negatively, respectively, related to bicultural self-efficacy. Having the ability to communicate in both mainstream and ethnic cultures was directly predictive of positive attitudes toward seeking professional help. The social change implications of this study included gaining insight into African Americans' difficulty with developing positive ethnic identity and mental health help-seeking, providing professional clinicians with a model of the process of ethnic identity and mental health help-seeking attitude development, and improved advancement in training and cultural-based interventions for clinicians specifically working with minority populations.

The purpose of this study is to investigate whether students' perceptions of the classroom social environment mediate the relations between teacher self-efficacy and student adjustment. Research suggests that early adolescents often experience decreases in engagement and motivation during the middle school years, which can put individuals at risk for academic failure and school dropout (Eccles, Lord, & Midgley, 1991). This occurs due to a mismatch between the individuals' developmental needs and the environment (Eccles et al., 1993). Whether early adolescents remain engaged in school is largely dependent on how they perceive the classroom environment promoted by their teacher (Erikson, 1950; Masten & Coatsworth, 1998; Roeser, Eccles & Sameroff, 2000). Additionally, the type of environment teachers promote is based on their assessments of their own teaching abilities (Ashton & Webb,1986; Guskey, 1988; Hall et al., 1992). Therefore, this study describes a model proposing that the classroom social environment (i.e., teacher support, teacher-promoted social interaction and mutual respect) mediates the relation between teacher self -efficacy and student adjustment (i.e., academic and social self-efficacy, classroom engagement, and disruptive behavior). This model was tested via single-level structural equation model with 358 middle school students from an economically and racially diverse sample. This study utilized a single data point from a larger, longitudinal quantitative study which examined student motivation and adjustment across the transition from elementary school into middle school. The study aimed to determine: (1). What is the impact of teacher self-efficacy on students' perception of the classroom social environment? (2).What is the impact of the classroom social environment on students' academic and social self- efficacy, involved behavior, and disruptive behavior? (3). To what extent does the classroom social environment mediate the relation between teacher self-efficacy and student adjustment (i.e., academic and social self efficacy and involved and disruptive behavior). Findings suggest that teacher self-efficacy had minimal impact on classroom social environment and student adjustment variables, and thus may not play a mediating role between these variables. However, findings did indicate a significant, moderate impact of the classroom social environment on student adjustment. This finding aligns with previous research which suggests when the classroom environment provides opportunities for students to develop their academic and social competencies, and when students feel cared for and supported, school adjustment is enhanced (Eccles, Wigfield, & Schiefele, 1998; Roeser et al., 2000). The overall impact of the classroom social environment on student adjustment in this study highlights the need for school psychologists to advocate for the development of middle school environments that meet early adolescents' developmental and basic needs.