Teacher self-efficacy refers to teachers&rsquo / belief in their abilities to perform an action. In the present study, a new scale was developed to measure teacher self-efficacy beliefs toward measurement and evaluation practices, called &ldquo / Teacher Self-Efficacy toward Measurement and Evaluation Practices Scale&rdquo / (TEMES). The purpose of this study was to test a model of relationships among teacher self-efficacy toward measurement and evaluation practices, teachers&rsquo / sense of efficacy, year in teaching, and frequency of using traditional and alternative measurement and evaluation tools. Three hundred ninety-four teachers participated in the study. Confirmatory Factor Analysis (CFA), Multivariate Analysis of Variance (MANOVA), Canonical Correlation Analysis, and Structural Equation Modeling (SEM) were conducted to answer the research questions. CFA provided evidence for five-factor structure of the TEMES. Cronbach&rsquo / s alpha coefficients of these five factors were satisfactory, ranging from .76 to .87. Teachers reported more frequent use of traditional measurement and evaluation tools than alternative tools. Separate MANOVAs yielded non-significant effect of gender on the factors of TEMES, but of teaching level. In addition, findings of canonical correlation analysis indicated that factors of TEMES were correlated with factors of Turkish teachers&rsquo / sense of efficacy scale (TTSES). Results of the SEM indicated that teacher self-efficacy toward measurement and evaluation practices was positively correlated with frequency of using traditional and alternative measurement and evaluation tools. Year of teaching was found to be a non-significant predictor of teachers&rsquo / sense of efficacy, teacher self-efficacy toward measurement and evaluation practices, and frequency of using traditional and alternative measurement and evaluation tools.

Today, the problem of piracy is a major concern for governments, academia and software industry as it has become a prevailing phenomenon. While much effort has been devoted to identify the factors that cause software piracy, most studies focus primarily on if social sanctioning mechanisms can be effective in deterring piracy. In this thesis, the research focus differs in that it emphasizes the role of self-sanction to safeguard copyright. Based on Bandura¡¦s Social Cognitive Theory, the determinants of effective self-sanction against piracy are presupposed to be enactive mastering and vicarious observation. We therefore hypothesize that well being resulted from previous software creativity experience as well as moral obligation should positively correlate with creative self-efficacy and ethical self-efficacy concerning software piracy. The results show that creative experience indeed significantly predicts both creative and ethical self-efficacy, and four constructs (i.e., creative experience, creative self-efficacy, moral obligation, and subjectively perceived critical mass) have significantly positive influence on ethical self-efficacy. Moreover, the results show that, within creative experience, the ¡§relationship development¡¨ dimension has significantly positive influence on ethical self-efficacy concerning software piracy, while the ¡§self-acceptance¡¨ dimension exerts significantly negative influence.

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 57-60). Also available on the Internet.

Bakgrund: Kvinnor rekommenderas av Världshälsoorganisationen att amma exklusivt i sex månader och delvis i två år eller längre. Studier visar att amning har hälsofrämjande effekter på både modern och barnet. Trots detta är amningsförekomsten en sjunkande trend i Sverige. Råd och stöd av sjuksköterskor har betydelse för amningsförekomsten. Studier visar att mödrar som har hög self-efficacy till sin förmåga att amma, ammar i högre utsträckning. Syfte: Att undersöka om en intervention i form av evidensbaserad amningsinformation kan öka mödrars self-efficacy kring amning samt om förekomsten av exklusiv amning ökade när barnet var fyra veckor gammalt. Metod: Studien genomfördes med kvantitativ ansats och var baserad på en kvasiexperimentell före- och efter design med en kontrollgrupp (n=23) och en interventionsgrupp (n=27). Ett konsekutivt urval användes för att rekrytera förstföderskor. Interventionen bestod av en evidensbaserad amningsbroschyr samt strukturerad muntlig information med hjälp av ett blädderblock som gavs på BB. Mätning av self-efficacy genomfördes med hjälp av Breastfeeding Self-Efficacy Score-Short Form på BB samt när barnet var fyra veckor gammalt. Resultat: De mödrar som ammade exklusivt när barnet var fyra veckor gammalt hade högre self-efficacy till skillnad från de mödrar som ammade delvis. Skattningen av self-efficacy ökade inom båda grupperna från första till andra mättillfället. Interventionsgruppen skattade sig ha högre self-efficacy än mödrar i kontrollgruppen. Slutsats: Att mäta self-efficacy på BB kan indikera hur amningsförekomsten kommer att föreligga. Interventionen påverkade mödrarnas self-efficacy och förekomsten av exklusiv amning när barnet var fyra veckor. / Background: Women are recommended by the World Health Organization to breastfeed exclusively for six months and partially for two years or beyond. Studies show that breastfeeding has health benefits for both mother and infant. Despite this, the breastfeeding prevalence is declining in Sweden. Advice and support from nurses are important for the breastfeeding prevalence. Studies show that having high self-efficacy in relation to breastfeeding is associated with high prevalence of breastfeeding. Aim: To investigate whether an intervention in the form of evidence-based breastfeeding information can increase maternal self-efficacy in relation to breastfeeding and whether this increased the prevalence of exclusive breastfeeding when the infant was four weeks old. Method: The study was conducted with a quantitative approach and was based on a quasiexperimental before-and-after design with a control group (n=23) and an intervention group (n=27). A consecutive sample was used for the recruitment of mothers, all primiparous. The intervention consisted of an evidence-based breastfeeding brochure and structured verbal information using a flipchart that was given at the postnatal ward. Maternal breastfeeding self-efficacy was measured at the postnatal ward on BB and when the infant was four weeks old using the Breastfeeding Self-Efficacy Score-Short From. Result: Mothers who breastfed exclusively when the baby was four weeks old had higher selfefficacy compared to mothers who breastfed partially. Self-efficacy increased in both groups from the first to the second measurement. The intervention group had higher breastfeeding self-efficacy than mothers in the control group. Conclusion: Measuring maternal breastfeeding of self-efficacy at the postnatal ward can indicate future breastfeeding prevalence. The intervention had an impact on mothers' breastfeeding self-efficacy and the prevalence of exclusive breastfeeding when the baby was four weeks old.

Syftet med denna studie var att undersöka högstadieelevers upplevelser av ett hälsoprojekt. En högstadieklass i Uppsala län har under våren deltagit i ett pilotprojekt i syfte att utveckla metoder för fortsatta hälsofrämjande projekt samt på sikt förbättra ungdomarnas hälsa gällande ökad fysisk aktivitet, bättre kost- och sömnvanor samt en bättre sammanhållning i klassen. 19 av klassens 22 elever tackade ja till att delta i studien. Den kvalitativa metoden som använts för datainsamling är fokusgruppintervjuer. Eleverna fick tillsammans diskutera sina upplevelser, tankar och känslor kring hälsoprojektet och insatserna samt huruvida de har upplevt sin egen påverkan av projektets innehåll. Genom innehållsanalys plockades nio teman ut som senare bildade fyra kategorier. Kunskapsöverföring, samarbete och sammanhållning, klassens upplevelse av identitet, påverkan och delaktighet. Resultatet visade att majoriteten av eleverna inte upplevde att de fått märkbart ökad kunskap om hälsa, då många menade att informationens innehåll var sådant de visste sedan tidigare. Däremot menar de flesta att de upplevt en förändring inom klassen gällande samarbete och sammanhållning samt att samarbetsövningar är något de vill använda sig mer utav. En viktig sak som kom fram under intervjuerna var huruvida klassen uppfattade sin identitet och ställning på skolan. En slutsats som går att dra utifrån studiens resultat är att lyckad kunskapsöverföring och beteendeförändring är ytterst beroende av mottagarens tro på sin egen förmåga (self-efficacy) att utföra en förändring samt kopplat till individens intresse av förändring. En annan slutsats är att hälsofrämjande arbete för barn och ungdomar behöver vidareutveckla metoder för att nå goda hälsoresultat för målgruppen. Hälsorelaterade förändringar i tonåren antas vara starkt kopplat till intressen, grupptryck och attityder. / The aim of this study was to investigate high school students' experiences of a health project. A high school class in Uppsala participated in a health project during the spring of 2015. 19 of 22 students agreed to participate in this study and the qualitative method used for data collection was focus group interviews. Students were asked to discuss their experiences, thoughts and feelings about the health project and whether they have experienced their own influence on the content of the project. Using content analysis nine themes were found that formed four categories. Knowledge, cooperation and cohesion, conception of identity, influence and participation. The results showed that the majority of students do not feel they have markedly increased health knowledge. In contrast, the main results of the project seemed to consist of improved cooperation and shared stance in the class. The students expressed their need for further work of cooperation, in the form of collaborative exercises. One important thing that came up during the interviews was whether the class understood their identity and status of the school. Students' perception as to why their class was selected for the project was based on the class's bad reputation in the school and among teachers.

Possible selves represent how people think about their potential and about their future states (Markus & Nurius, 1986). To explore the cognitive processes involved in the decision to exercise, the possible selves (hoped-for and feared) of 93 undergraduate women at the University of Texas at Austin were examined, as were two self-efficacy constructs – scheduling and barrier self-efficacy. Most important hoped-for and feared possible selves related to exercise were categorized and analyzed. Physical and Health categories, followed by Personal and Spiritual, Occupation and Education, and Body Image were most commonly listed for hoped-for selves, while categories of Body Image, Health, and Personal and Spiritual, were most commonly cited for most important feared possible selves. Participants rated the importance, self-efficacy and outcome expectancy of their most important hoped-for and feared selves highly. Participants also felt highly efficacious in overcoming scheduling and barrier obstacles with regard to exercise. Comparisons were made across exercise levels, differentiating between those meeting or not meeting the recommended level of physical activity (Godin, 2011). Multiple logistic regression analyses, controlling for age, were used to test for significant relationships between motivational variables and exercise. Steps taken to achieve the most important possible self (odds ratio [OR] = 1.88, 95% CI = 1.21 – 2.92), steps taken to avoid the most important feared self (OR = 1.58, 95% CI = 1.04 – 2.40), scheduling self-efficacy (OR = 1.58, 95% CI = 1.18 – 2.10), and barrier self-efficacy (OR = 1.58, 95% CI = 1.04 – 2.40) were related to meeting the recommended level of physical activity, compared to not meeting the recommended level. These cross-sectional results suggest that the incorporation of college women’s possible selves and other motivational factors into interventions to increase women’s physical activity may be a promising area for future research. / text

Psykisk ohälsa blir allt vanligare bland svenskar och ökar i synnerhet hos yngre vuxna – men hur kommer det sig att majoriteten fortfarande är friska? Syftet med denna studie var att kartlägga nivåerna av upplevd self-efficacy (SE), känsla av sammanhang (KASAM), respektive framtidsoptimism (FO) hos Umeå Universitets psykologprogramstudenter. Studien undersökte även om det fanns några könsrelaterade skillnader i de tre beroendevariablerna, samt jämförde studenternas skattningar med värden från liknande svenska undersökningar. Resultatet visade att studenter i början av programmet skattar lägre nivåer av både SE och KASAM än de som befann sig i mitten, respektive slutet av utbildningen. Det fanns ingen signifikant könsskillnad. Jämförelserna påvisade en signifikant skillnad mellan psykologprogramstudenterna och deltagarna i tidigare studier. Studenterna skattade lägre nivåer på skalorna än åldersblandade urval, vilket troligtvis beror på att skattningarna tenderar att bli högre med stigande ålder och att rollen som student – i synnerhet när den är ny – kan innebära ökad osäkerhet och påfrestningar. / Mental health problems are becoming more common in the Swedish population, particularly among young adults - but how come the majority is still healthy? The purpose of this study was to map out the levels of perceived self-efficacy (SE), sense of coherence (SOC), and future oriented optimism (FO) of the students studying the psychologist program at Umeå University. The study also examined gender differences, and compared the students' estimates with values from similar Swedish studies. The results showed that students in the beginning of the program estimated lower levels of both SE and SOC than those who found themselves in the middle, and the end. There were no significant gender differences. The comparisons showed a significant difference between the psychologist students and participants in the other studies. The students estimated lower levels than did people with mixed ages, which is probably due to phenomenon that the estimates tend to rise with increasing age. Also, the role of being a student - especially when it is new - may involve increased levels of insecurity and stress.

Self-efficacy is the belief an individual has about his or her capabilities to successfully complete an activity. Self-efficacy stems from four sources: verbal persuasion, physiological states, past experiences, and vicarious experiences. Increases in self-efficacy in education are connected with an increase in academic achievement. The current study sought to answer the question of which of three treatment options would have the most positive effect on mathematical achievement and self-efficacy for correctly answering problems on a multiplication math test. Participants were third- and fifth-grade students identified by their teachers as struggling in math. Students either received training on skills designed to increase self-efficacy, participated in cross-age peer tutoring, or received a combination of both treatments. Achievement and self-efficacy were measured before and after treatment and four weeks following the end of treatment to measure the lasting effects.

The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. Many agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low levels of teacher self-efficacy and job satisfaction. The purpose of this census study was to describe the current level of teacher self-efficacy and job satisfaction among all early career Kentucky agriculture teachers (N = 80). The study also sought to determine if a relationship existed between teacher self-efficacy and job satisfaction among early career Kentucky agriculture teachers. Teacher self-efficacy was measured through three constructs: student engagement, instructional practices, and classroom management. It was concluded that early career agriculture teachers in Kentucky are efficacious and generally satisfied with teaching. A variety of relationships were found to exist between each construct and overall job satisfaction between each group of teachers.

Bakgrund Ohälsa bland arbetslösa är ett stort samhällsproblem. Med lågkonjuktur och ökning av arbetslöshet krävs även samhällsinsatser form av rehabilitering och arbetsmarknadsinsatser för att få människor tillbaka till sysselsättning och därmed ekonomisk självständighet. Syfte Syftet med studien är att belysa de förändringar som sker hos individer gällande motivation och tilltro till sin egen förmåga efter genomgånget projekt hos Samordningsförbudet Östergötland. Metod Studien undersöker förändring i Outcome Rating Scale och self-efficacy efter genomförd rehabiliteringsprojekt för arbetslösa. Slutsats Det går inte att signifikant säkerställa någon förändring mellan testtillfälle ett och två. Baserat på de resultat vi har fått ta del av kan vi inte dra någon slutsats att deltagarnas egenskattade förmåga eller motivation har förändrats till följd av insatsen. / Background Poor health among the unemployed is a major social problem. The recession and rise in unemployment the community requires to take action in form of rehabilitation and employment programs to get people back into employment and hence economic autonomy. The purpose of this study is to evaluate if a change occur in the participators motivation and belief in their own abilities after completing Samordningsförbundet Östergötlands intervention. Method an empirical study was conducted with a quantitative method. Two validated models ORS and Self-efficiacy test with an added self-assessment question of individual motivation. Conclusion There is no significant data to ensure that a change has taken place between test occasion one and two. Based on the results we have, we can not conclude that the participants attitude has changed as a result of the intervention. Whether self-estimated ability or motivation.