Bakgrund: Årligen insjuknar cirka 28 000 svenskar i akut hjärtinfarkt som är den vanligaste hjärt- och kärlrelaterade dödsorsaken. Efter hjärtinfarkt behöver individen vara delaktig i sin behandling för högre följsamhet till hjärtrehabilitering enligt hjärtsjukvårdens rekommendationer. Ökad self-efficacy kan leda till positiva hälsobeteenden när det gäller träning och vardagsaktiviteter. Det finns en skattningsskala för hjärtrelaterad tilltro till egen förmåga för att tolka symptom och funktion, validerad på svenska för patienter efter akut koronarsyndrom och hjärtinfarkt. Syfte: Att undersöka hur fysioterapeuter upplever användandet av skattningsskalan för hjärtrelaterad tilltro till egen förmåga att upprätthålla funktion, kontrollera symptom och sjukdom efter hjärtinfarkt hos patienter som deltar i fysioterapeutledd hjärtrehabilitering. Metod: Studien var en kvalitativ intervjustudie med åtta fysioterapeuter inom hjärtrehabilitering i Mellansverige. Intervjumaterialet analyserades med kvalitativ innehållsanalys. Resultat: Enligt informanterna fungerade skattningsskalan som ett diagnosanpassat screeningsinstrument, kliniskt tillämpningsbar genom att skräddarsy hjärtrehabiliteringen för varje patient. Skattningsskalan bidrog till ett multidisciplinärt teamarbete enligt informanterna som upplevde att skattningsskalan fyller en kunskapslucka kring att vara fysiskt-, socialt-, och sexuellt aktiv efter hjärtinfarkt. Slutsatser: Skattningsskalan ansågs implementeringsbar då den grundar sig på self-efficacy som informanterna upplevde som ett relevant och tidsaktuellt begrepp att jobba med inom hjärtrehabilitering.

Agnew's (1992) general strain theory (GST) provides a framework for understanding individual and social factors that influence juvenile delinquency. Given the breadth of ideas encompassed by GST, tests typically focus on particular elements rather than testing the theory as a whole. Studies have provided a great deal of support for many of the core tenets of GST (e.g., Agnew and White 1992), while failing to produce conclusive support for others (e.g., Paternoster and Mazerolle 1994). Specifically, Agnew (1992) argues that the relationship between strain and delinquency is conditional, although research regarding what factors and through what mechanisms these factors shape the relationship is not conclusive. This project studies particular forms of strain -- noxious peer relationships and bullying victimization -- as well as tests the conditioning effects of self-efficacy within the strain-delinquency relationship. Self-efficacy is defined as one's personal evaluation of their ability to produce desired outcomes in a given situation (Bandura 1987, 1997). Agnew (1992) suggests self-efficacy is a coping resource that will condition the relationship between strain and delinquency. It is hypothesized that variations in self-efficacy will translate to differences in selected methods for coping and engagement in conventional coping adaptations to strain. I test the relationship between various forms of strain, self-efficacy and delinquency using two distinct data sets and methodologies. Findings from cross-sectional and longitudinal analyses indicate noxious peer relationships and bullying victimization are both positively related to delinquency. The theoretical implications surrounding the importance of self-efficacy as a coping resource, which promote conventional cognitive coping, are highlighted. But, indirect tests suggest this idea is not supported. In this research, self-efficacy does not moderate the relationship between strain and delinquency in the expected manner. Across methods and measures, strain and self-efficacy influence delinquency independent of each other. The dissertation concludes with a discussion of future research possibilities and policy implications.

Although there are ample studies confirming that memory self-efficacy (MSE) declines with age, less is known about what factors account for the variation in MSE among older adults. The purpose of this study was to examine the relationship between MSE, diagnostic and clinical characteristics, and subsequent episodic memory performance in older adults. A nonprobability sample of 200 cognitively normal and older adults with mild cognitive impairment (MCI) participating in a longitudinal population-based study investigating the incidence, prevalence and risk factors for MCI completed a questionnaire about self-referent beliefs of MSE. Bandura's (1989) selfefficacy theory and the Integration Model (Whittemore, 2005) informed the descriptive study. Pearson product-moment correlations, a general linear model and a multiple linear regression analysis were conducted. The difference in MSE ratings between the cognitively normal group and the MCI group tested as a whole was significant when adjusting for age, gender and educational attainment (p < .001; ES= 0.585). The overall regression model explained 17 % of the variance of MSE (p < .001) and included age, gender, educational attainment, APOE 4 genotype, family history of dementia, cognitive diagnosis and depressive symptoms. After controlling for age and the other variables of interest, cognitive classification and depression were significant predictors of MSE. Higher MSE ratings were correlated with better episodic memory performance for both groups (r = .273, p < .001). Memory training that capitalizes on the benefits accruing from higher MSE is needed for cognitively normal older adults and older adults with MCI.

As college classrooms increase in size, the challenge of keeping students engaged in the course becomes a greater challenge. Instructors are burdened with the task of managing larger classrooms while maintaining high levels of student participation. Research has shown that students tend to hide and are less likely to participate in larger classrooms. Research has also shown that student participation is affected by fear of judgment from their peers and the instructor. However it is unclear whether this fear is tied to students’ perceived ability or self-efficacy. In addition, it may be that students’ perception of the instructor may affect their class participation. The present study attempted to disentangle how these factors work together to influence student engagement in the classroom. The present study was conducted over the fall 2013 semester. Two hundred forty four students were recruited from three introductory psychology courses. At the beginning of the semester, students were asked to report their perception of their academic ability (academic self-efficacy; ASE) and demographic information. During the last week of instruction, students were asked to self-report their ASE, level of course engagement, and perceptions of the instructors teaching self-efficacy (PIE). After grades were posted, the final grades for each student were collected. Three predictions were explored: (a) changes in ASE would predict students’ course grade, (b) the relationship between student ASE and student grades would be mediated or moderated by student engagement, and (c) PIE would moderate the relationship between students’ ASE and student engagement. Two of the predictions were supported. Changes in ASE did predict students’ course grades such that increases in ASE predicted increases in grades as well. Student engagement partially explained the relationship between ASE and grades. Closer examination showed that performance (wanting good grades in the course) accounted for the relationship between ASE and course grades. The final prediction could not be evaluated because PIE was not related to ASE. However results show that PIE does significantly impact student engagement in the course. This adds to previous literature and shows that perceptions of an instructor’s teaching self-efficacy can influence how students engage in the course. These results also align with previous research that has shown that students with higher sense of ASE and course engagement have better academic outcomes.

The purpose of this study was to examine the effects of increased self-efficacy on three separate jump tests. Forty-seven students (18 females & 29 males) from Utah State University were randomly assigned to a treatment or control group. Participants performed a vertical jump test, a standing broad jump test, and a 30-s Bosco test on three separate days over a span of 1 week. The treatment group (n = 24) were given false, positive feedback about their performance while the control group (n = 23) were told their true results. Self-efficacy was measured pre and post using the Physical Self-Efficacy scale (PSE) and was found to increase more for the treatment group than the control group. A 3 x 2 ANOVA showed a significant improvement for the Bosco test but no significance for the other two tests, suggesting that self-efficacy has an effect on power endurance but not explosive power.

The difference in financial literacy among business owners may affect how financial decisions are made, especially when comparing between women and men. Using role congruity theory as the theoretical framework, the objective of this study is to examine how financial literacy, composed of financial knowledge and financial confidence, differs in influence in the decision-making process of financial decisions between self-employed women and self-employed men. Based on data from the 2014 Canadian Financial Capability Survey (CFCS), results show that self-employed women and self-employed men have equivalent financial knowledge. In addition, while self-employed women have less financial confidence than self-employed men, self-employed men are more overconfident than self-employed women, both groups are, in general equally likely to make risky (bad) decisions. This suggests that financial confidence plays an important role as financial knowledge does in the decision-making process.

Thesis (Ph. D.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

<p>A self-esteem that is contingent on affirmation from others leaves the individual psychologically vulnerable. A contingent self-esteem has been shown to be either relationship or competence based. The aim of the current study was to examine the relationship between relationship based self-esteem, competence based self-esteem, the under dimensions of those, and self-efficacy. Questionnaires were handed out to 69 university students. The results indicated that competence based self-esteem predicted a significantly low self-efficacy. Only some of the under dimensions were significant predictors. The vulnerability of the contingent self-esteem is discussed in the light of the findings.</p>

<p>Ledarskapets utformning såväl som medarbetarens individuella förmåga till kompetensutvecklande insatser utgör centrala aspekter för organisationens konkurrensmöjligheter. Dessa externa och interna faktorers inverkan har kommit att belysas i allt högre grad i syfte att skapa förutsättningar för arbetsrelaterad motivation. Syftet med studien utgjorde att utforska samvariationen mellan medarbetarens uppfattning om ledarens förmåga till interaktion och socialt inflytande i kombination med den anställdes individuella upplevelse av self-efficacy och locus of control i syfte att därigenom studera den påverkan dessa faktorer medför för upplevelsen av arbetsmotivation. En enkätundersökning genomfördes med 127 individer som arbetar inom detaljhandel, vårdsektorn och skolväsendet. Resultatet visade att socialt inflytande och interaktion inom arbetet påvisade starkast signifikant samvariation. Även self-efficacy och locus of control uppvisade ett signifikant samband.</p>

<p>Tidigare forskning menar att kvinnor har lägre tilltro till sin förmåga att ta sig an organisatoriska roller än män (A. Dickerson & M. A. Taylor, 2000; K. S. Lyness & C. A. Schrader, 2006). Sveriges statistiska centralbyrå redovisade 2009 att färre kvinnor än män var representerade i ledartjänst. Studien har undersökt studenters nivå av akademisk self-efficacy och deras vilja att ha ledaransvar framledes. Resultat grundas på enkätdata från 78 studenter. Män hade högre nivå av akademisk self-efficacy än kvinnor. Det fanns däremot inga könsskillnader gällande viljan att ha ledaransvar. Studien visar ett positivt signifikant samband mellan nämnda variabler. Även erfarenheter av att utöva ledarskap och pappans ledarposition tycks ha betydelse för deltagarnas vilja att ha ledaransvar i det framtida yrket.</p>