Syftet med denna studie var att undersöka sambandet mellan ledarstilar, den psykosociala arbetsmiljön och self-efficacy. Detta för skapa större förståelse för hur olika ledarstilar kan påverka medarbetarnas välbefinnande och prestation. Deltagarna (N = 81, mellan 19-64 år) svarade på en enkät med bakgrundsvariabler, den generella self-efficacy skalan (GSE), psykosocialarbetsmiljökart-läggning (PAK, egenkontroll, arbetsledningklimat, arbetsstimulans, arbetsgemenskap och arbetsbelastning) och ledarskapsstilar (CPE, förändring-oriented-, strukturella och produktionsinriktad och relationsorienterade). Positiva associationer om ledarstilar och den psykosociala arbetsmiljön demonstrerades, särskilt för relationsorienterade ledarstil, vilket korrelerade med alla fem huvudfaktorer i PAK. Däremot korrelerade strukturella- och produktionorienterad och förändringsorienterad inte signifikant. Ingen signifikant korrelation mellan ledarstilar och personal self-efficacy hittades. Dock var self-efficacy relaterad till anställdas upplevda psykosociala arbetsmiljö. Genom deskriptiv statistik rapporterades som medelvärden visade att anställda med mer än genomsnittet på GSEs (self-efficacy) tenderade att svara högre på alla fem huvudfaktorer för PAK.

Syftet med studien var att med en experimentell design undersöka ifall individens tro på sin förmåga, d.v.s. self-efficacy påverkar utfallet av idrotts prestationer. Detta undersöktes genom att manipulera self-efficacy i en bänkpressövning och därefter mäta eventuella prestationsförändringar under tre sessioner. 21 deltagare (10 kvinnor, 11 män, M = 23, SD = 2.95) med lite eller ingen tidigare erfarenhet av styrketräning deltog. Deltagare delades slumpmässigt in i tre grupper: (LG) lättare vikt än deltagarna trodde, (TG) tyngre vikt än deltagarna trodde och (KG) kontrollgrupp, vikten överensstämde med deltagarnas uppfattning. Situationsspecifika self-efficacy mätningar (SSE) gjordes före och efter manipulationen. Den fysiska self-efficacyn mättes med hjälp av fysisk self-efficacy skala (PSE). Resultatet visade att den tunga gruppen, vilken lyfte mer vikt än de trodde, ökade signifikant mer i vikt vid bänkpresslyftet än kontrollgruppen. Manipulationen som antogs påverka situationsspecifikt self-efficacy visade sig förutsäga prestationens utfall och en signifikant skillnad visades mellan mätningarna. Den tunga gruppen visade störst förändring på SSE formuläret från första till tredje sessionen. PSE-resultaten visade ingen signifikant förändring mellan mätningarna. Resultatet föreslår att self-efficacy går att manipulera och kan påverka idrottsprestationer. / The purpose of the study was to investigate in an experimental design whether an individual's belief in his ability, i.e. self-efficacy affect the outcomes of athletic performance. This was examined by manipulating self-efficacy in a bench press exercise and measures possible performance changes during three sessions. 21 participants (10 woman, 11 men, M = 23, SD = 2.95) who had little or no previous experience of weight training participated. Participants were randomly divided into three groups: (LG) participants lifted easier than thought, (HG) participants lifted heavier than thought and (CG) control group, participants lifted the weight they thought. Situational specific self-efficacy measures (SSE) were taken before and after manipulation. The physical self-efficacy was measured using the physical self-efficacy scale (PSE). The results showed that the heavy group had increased significantly more weight than the control group. The manipulations assumed effect on self- efficacy (SSE) proved to be a prediction of performance outcomes and a significant difference was demonstrated between the measurements. The heavy group showed the greatest decreased in SSE from session one to third. PSE results showed no significant changes between measurements. The results suggest that self-efficacy can be manipulated and can affect sport performance.

Aim: Auditor objectivity in the auditing process is an important part of the IASB and FASB framework as well as in the SOX act. It is unclear whether auditor’s self-efficacy through selection of negotiation strategy affect the auditor’s objectivity. The purpose of the study is to improve the understanding of what impacts auditor objectivity and as a result show new strategies on how to increase it. Method: Deductive approach with a literature review as secondary data and a web-based questionnaire carried out among 3,264 Swedish auditors as primary data. Analysis was done with partial least squares structural equation modeling (PLS-SEM) and reported in the SmartPLS and SPSS software. Result & Conclusions: Prior negative negotiation experiences have a detrimental effect on both distributive and integrative negotiation self-efficacy. Distributive negotiation self-efficacy and auditing self-efficacy increase objectivity mainly through the mediation of contending strategy. No relationship between integrative negotiation self-efficacy and negotiation strategy or auditor objectivity was found, possibly due to weak theoretical constructs. No causal claims are posed on these relations. Bandura’s four main sources of influence on self-efficacy can be considered as guides on how to shield the auditor from the detrimental effect of failures and build up self-efficacy to perform better in negotiation. Suggestions for future research: Develop stronger constructs for PNE, ISE and expanding-the-agenda-of-issues strategy. Using multiple imputation instead of mean replacement for missing data is highly recommended. Gather at least 400 responses in order to gain stronger statistical power. Introduce a prior auditing experiences construct for ASE to raise awareness of potential differences in how prior experiences affect DSE, ISE and ASE. Contribution of the thesis: This paper uniquely contributes to the literature on factors influencing auditor objectivity. Its main use to auditors, accounting legislators, researchers etc. at the moment is to add to the discussion about objectivity.

Abstract Background: Procrastination or the tendency to delay various actions despite knowing that this delay will likely bring negative consequences, is a widespread phenomenon. It has been found to be especially common among college students and has been linked to various negative outcomes. Aim: The current study aimed to explore the relationship between procrastination and self-efficacy for self-regulation (belief in ones ability to successfully self-regulate) and grit (to pursue important goals over long periods of time with passion and determination, despite setbacks or distractions) in a sample of 208 Swedish university students. Method: Self-report measures relating to the relevant constructs were administered to the students and analysed using correlational and partial correlational tests. Results: Results indicated that procrastination were strongly negatively correlated with both grit and self-efficacy for self-regulation. Self-efficacy for self-regulation were also found to be a partial mediator of the relationship between grit and procrastination. Conclusion: More research is needed on the relationship between self-efficacy for self-regulation and procrastination. Additionally, a more conceptually valid scale to measure grit should be developed. / Abstrakt Bakgrund: Prokrastinering eller, tendenser till att skjuta upp olika saker trots vetskapen om att förseningen troligen kommer medföra negative konsekvenser, är ett utbrett fenomen. Prokrastinering har befunnits vara särskilt vanligt bland universitetsstudenter och har sammankopplats med en flera negativa konsekvenser. Syfte: Syftet med den aktuella studien var att undersöka relationen mellan prokrastinering, ”self-efficacy for self-regulation” (tilltron till sin egen förmåga att framgångsrikt utöva självreglering) och grit (förmågan att, med beslutsamhet och passion, jobba mot ett viktigt mål över långa tidsperioder, trots motgångar och distraktioner. Metod: Självskattningsskalor relaterade till de relevanta konstrukten delades ut till studenterna som deltoga i studien och test för korrelation och partiell korrelation användes för att analysera resultaten. Resultat: Resultaten indikerade att prokrastinering var starkt negativt korrelerad med både grit och ”self-efficacy for self-regulation”. ”Self-efficacy for self-regulation” visade sig också vara en partiell mediator mellan grit och prokrastinering. Slutsats: Mer forskning behövs kring relationen mellan ”self-efficacy for self-regulation” och prokrastinering.  Ett mer konceptuellt valitt mätinstrument för grit behöver dessutom utvecklas.

Uppsatsen handlar om hur jag utifrån två självupplevda berättelser ur förskolans verksamhet bättre kan förstå barns känsla av ett själv och vilken roll den spelar vid deras utvecklande av bildskapande i förskolan. Jag får genom den essäistiska processen syn på vad det är det jag upplever som dilemma i mina två inledande berättelser. Det handlar om min förförståelse av det i förskolan så ofta benämnda begreppet självkänsla samt om hur jag genom applicerandet av Aristoteles mimesis-begrepp på mina berättelser söker nå en ökad förståelse av barns känsla av ett själv för att bättre kunna stödja utvecklandet av deras bildskapande. Essäns reflekterande del har två avsnitt. Först gör jag först en komprimerad historisk tillbakablick på området affektteori för att söka en ökad förståelse av förskolans självkänslabegrepp. Genom att sedan lämna självkänsla därhän och istället applicera begreppen självbild, självvärdering och self-efficacy på mina inledande bilder ur verkligheten förändras min syn på vad barns känsla av ett själv i förskolans verksamhet kan vara. Även min förståelse av hur jag som pedagog kan stödja barnen i denna känsla, för att deras bildskapande utveckling skall stärkas förändras. I den andra delen av mina reflektioner söker jag med hjälp av en fördjupning av Aristoteles tolkning av begreppet mimesis en utvidgad förståelse för barns behov av bildskapande. Jag kommer till insikt om, tvärt emot min initiala bias, att kopiering och mallar kan vara utmärkta verktyg vid utvecklingen av barns bildskapande processer.. Avslutningsvis tar jag helt kort upp barns kultur och dess inkorporerande i förskolans verksamhet som ett vidare forskningsområde. / This essay is about how I can better understand children's sense of self and what role it plays in their development of image creation in preschool, based on two self-perceived stories from pre-school activities. Through the essay process, I get an idea of ​​what I experience as a dilemma in my two initial stories. It's about my understanding of the in preschool so often referred to concept of self-esteem, and how I, by reaching an increased understanding of children's sense of self, better can support the development of their image creation. The essay´s reflective part has two sections. First, I make a compressed historical backlog in the field of affect theory to seek an increased understanding of preschool's self-esteem concepts. By then leaving the concept of self-esteem and instead applying the concepts sense of self, self-evaluation and self-efficacy to my initial images from reality, my view changes on what children's sense of self in preschool activities can be. Even my understanding of how I as a teacher can support them in this sense for their image-creating development to be strengthened changes. In the second part of my reflections, I seek, by means of Aristotle's interpretation of the concept of mimesis, an in-depth understanding of children's image creation needs. I realize, contradictory to my initial bias, that copying and templates can be excellent tools in the development of children's image-making processes. In conclusion, I take up the children's culture and its incorporation into preschool activities as a further research area.

As organizations have become more dependent on networked information systems (IS) to conduct their business operations, their susceptibility to various threats to information security has also increased. Research has consistently identified the inappropriate security behavior of the users as the most significant of these threats. Various factors have been identified as contributing to these inappropriate security behaviors, however, not enough is known about the role of social factors in mediating these behaviors. This study developed a new computer security self-efficacy (CSSE) construct, identified items of CSSE in the context of individuals' use of encrypted e-mail, and determined the validity and reliability of the items of CSSE. Further, significant factors of CSSE were identified. First, a qualitative phase comprising focus groups and an expert panel was used to identify valid items of CSSE, develop a new instrument to measure the new CSSE construct, and validate the new CSSE instrument. After completing the qualitative phase, a quantitative phase was employed to collect empirical data on the CSSE items. The CSSE measurement instrument was administered to IS users at a major university in the southeastern United States and 292 responses were received. The collected data was statistically analyzed to identify significant factors of CSSE and the items of CSSE that demonstrate high reliability. Factor analysis was performed using Principal Component Analysis (PCA) and identified four significant and highly reliable factors of CSSE with a cumulative variance of nearly 68%. The four factors were named Performance Accomplishments and Technical Support, Goal Commitment and Resource Availability, Experience Level, and Individual Characteristics. Additionally, 35 items of CSSE were identified as possessing high reliability. This study contributes to advancing of the body of knowledge regarding the use of e-mail encryption by developing a new CSSE construct and extending Computer Self-Efficacy research into the area of computer security and e-mail encryption. Further, by identifying factors of CSSE, an understanding of what IS users believe will impact their ability to use encryption to send e-mail messages is obtained. This understanding can aid in enhancing the use of encryption mechanisms to send e-mail, promoting positive computer security behavior, and so contribute positively to IS practice.

The aim of this thesis is to find a relationship between coaching, self-efficacy, employee engagement and personality traits according to the Big Five theory, that means openness to experience, conscientiousness, extraversion, agreeableness and neuroticism. In the theoretical part, the thesis is devoted to measuring the effectiveness of coaching interventions, with a focus on finding connections with the concepts of self-efficacy, engagement and personality traits. The empirical part describes a quasi-experimental research verifying the assumption, that coaching had a significant impact on all monitored independent variables. The experimental group consisted of store managers of unnamed retail company, which were divided into experimental and control group. The experimental group attended six coaching sessions over six months, focusing on any topic related to their work life. The control group did not attend any coaching session. Both groups were tested at the beginning of the coaching program and afterwards. Respondents completed three questionnaires - General Self-Efficacy Scale, Gallup Q12 questionnaire for engagement and NEO five-factor personality inventory. Based on the collected data and statistical analysis, a statistically significant difference was found between the pretest and posttest...

This study examined the musical background characteristics, self-efficacy beliefs, and practice behaviors of string students auditioning for an all-region orchestra in one large South-Central district. Purposes of the study were: (1) to describe the musical backgrounds and self-efficacy beliefs of high school string students, (2) to measure the relationship between self-efficacy scores and performance achievement, and (3) to describe the practice behaviors and thoughts of high and low self-efficacy string students. Questionnaires were given to 101 high school string students; 65 competed in all-region orchestra. Descriptive data from the questionnaire revealed information such as how many took private lessons and that those who did tended to have a higher sense of perceived self-efficacy in relation to playing their string instruments. Other descriptive items asked questions such as whether or not students started in public school and how much they practiced outside of orchestra. The relationship of summed self-efficacy scores to a competition ranking was found to be statistically significant and inverse. For all string participants (n=65) Spearman's rho was, rs= -.37, (p=.001) with 14% of the variance explained (r2 =.14). This inverse relationship documents the linear trend for students with better rankings (lower ranking numbers) to also tend to have higher self-efficacy scores. Observation and interview data of 8 higher and 8 lower self-efficacy sub-group students were also analyzed. The higher self-efficacy sub-group students tended to use more cognitive practice strategies, while the lower self-efficacy sub-group tended to use dissimilar and less advanced strategies. Understanding string students' musical background experiences and characteristics and the possible relationship self-efficacy may have with practice and achievement could benefit certain students. Helping these students gain a higher sense of perceived self-efficacy in their musical endeavors, or obtain certain characteristics that successful students share, could possibly enable them to develop and understand more complex practice strategies and compete more confidently.

Bemästrande erfarenheter, indirekt erfarenhet, verbal övertalning samt fysiologiskt och emotionellt tillstånd är informationskällor som inverkar på lärar-self-efficacy. Syftet med undersökningen var att undersöka samband mellan faktorer i lärarutbildningen och lärar-self-efficacy. Vid datainsamlingen gjordes en enkätundersökning, där 63 lärarstudenter, varav 42 kvinnor, deltog. Det undersöktes ifall det fanns samband mellan lärar-self-efficacy och underliggande faktorer i lärarutbildningen, kopplat till de fyra informationskällorna av self-efficacy. Resultatet visade att ju mer positiva erfarenheter och positivt stöd som lärarstudenterna upplever i sin utbildning, desto mer kommer deras lärar-self-efficacy att öka. En multipel linjär regressionsanalys visade att verbal övertalning bidrar med 33.9 % till studenternas lärar-self-efficacy. Det visades även att bemästrande erfarenheter, i form av antal terminer och praktikveckor, är en bidragande faktor till lärarstudenternas lärar-self-efficacy. Informationskällorna bemästrande erfarenheter och verbal övertalning, är därmed de mest centrala delarna i lärarutbildningen och i stärkandet av lärarstudenternas lärar-self-efficacy.

Many elementary students struggle to meet expectations on mathematics assessments despite an increase in science, technology, engineering, and math instructional strategies. The purpose of this qualitative case study was to explore elementary math teachers' technology integration self-efficacy, their level of technology adoption, and their actual technology integration behavior. The conceptual framework used in this study included Bandura's social cognitive theory, which is often used in the investigation of self-efficacy. Additionally, the International Society for Technology Education Classroom Tool, which is in alignment with the National Educational Standards for Teachers, was used to gauge the level of technology integration in the classroom. Nine volunteer teachers in Grades 3-5 participated in surveys, observations, and follow-up interviews. Data were analyzed using open coding to identify themes and patterns. The findings from this study indicated that the teachers' perceptions were positive as they believed technology could have positive implications for the teaching and learning process. However, findings also indicated that not all the teachers in the study felt confident with using technology in their practice. These teachers indicated that there was a need for onsite support, peer mentoring and professional development geared towards effectively aligning content, pedagogy, and technology. The information from this study may add more to the body of knowledge on information and communications technologies adoption and integration. The social change potential in this study is that through confident teachers in mathematics, and technology integration, students may improve their skills to be competitive for employment and opportunities in a global marketplace.