No description available.

This correlation design study investigated the relationship between urban first and second grade classroom teachers’ sense of efficacy for literacy instruction and the reading achievement of their highly mobile students. Teachers’ sense of efficacy for literacy instruction was shown in previous studies to be correlated to student achievement. To obtain data for this study, a modified version of the Teachers’ Sense of Efficacy for Literacy Instruction Scale (TSELS) questionnaire was administered to 48 urban first and second grade classroom teachers within a single school district located in the southwestern region of the United States. Students’ pre and posttest scores in fluency and comprehension obtained from beginning- and end-of-the-year Texas Primary Reading Inventory (TPRI) provided additional data on student achievement. Analyses using a multivariate analysis of variance (MANOVA) determined that there was not a statistically significant difference between urban first grade classroom teachers’ sense of efficacy and urban second grade classroom teachers’ overall sense of efficacy for literacy instruction for their highly mobile students: F(2, 45a0 = .94, p = .40; Wilks Lambda = .96 at p, .05; partial eta squared = .04. There was not a statistically significant difference between first and second grade classroom teachers’ sense of efficacy on the subscales of efficacy for integrating the language arts and differentiating instruction. Paired sample t-tests determined there was significant growth in the reading achievement of highly mobile first grade students and highly mobile second grade students. Independent samples t-tests found no significant difference in the growth of reading achievement between highly mobile first grade students and highly mobile second grade students. Finally, multiple regression analyses concluded that there was not a statistical relationship between teachers’ sense of efficacy for literacy instruction and the reading achievement of their highly mobile first and second grade students.

Thesis (Ph.D.)--Kent State University, 2009. / Title from PDF t.p. (viewed Feb. 25, 2010). Advisor: Beth Wildman. Keywords: health, health care, psychology. Includes bibliographical references (p. 51-66).

Thesis (Ph. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains x, 137 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 104-114).

Thesis (M.S.)--University of Tennessee, Knoxville, 2002. / Title from title page screen (viewed Feb. 26, 2003). Thesis advisor: Gregory C. Petty. Document formatted into pages (vii, 104 p. : ill.(some col.)). Vita. Includes bibliographical references (p. 79-91).

Thesis (Ph. D.)--University of Oklahoma, 1997. / Includes bibliographical references (leaves 153-160).

Most low-achieving students continue to perform poorly throughout school. However, not all students remain on this achievement trajectory; a subset of initially low-achieving students appear to break this achievement pattern. This phenomenon is called academic resilience, a student’s capacity to overcome prior academic difficulty. The proposed study investigates low-income, low performing sixth-grade students, who will be classified into three groups based on their academic improvement in eighth grade: resilient (large improvement), buoyant (moderate improvement), and nonresilient (little or no improvement). The purpose of this study is to examine the differences among resilience groups on Bandura’s (1997) sources of self-efficacy as a function of sex and ethnicity, using a 3x3x2 MANOVA. The implications for the proposed study suggested the development of an intervention to cultivate the four sources of self-efficacy for low-performing students in order to increase academic resilience. This report also includes an evaluation plan, which outlines the essential components from a theoretical intervention program, a logic model for this program, and the proposed method to measure the reported outcomes. / text

No description available.

Bakgrund: Långvarig smärta är ett vanligt förekommande problem och bidrar till lidande för den det drabbar, samt för med sig stora kostnader för samhället. Multimodal rehabilitering (MMR) sker i team utifrån ett biopsykosocialt synsätt och är en lämplig rehabiliteringsform för personer med långvarig smärta. Detta betyder att förutom fysiologiska aspekter omfattar behandlingen kognitiva, psykologiska, beteendemässiga och arbetsrelaterade komponenter. Syfte: Att utvärdera effekten av MMR för patienter med långvarig smärta inom primärvård avseende upplevd aktivitetsbegränsning, self-efficacy, samt sömnkvalitet. Metod: Studien hade en jämförande kvasiexperimentell design. Redan insamlad data via självskattningsformulär från 50 patienter analyserades efter MMR jämfört med före. De mätinstrument som användes var Pain Disability Index, Self-efficacy Scale samt två frågor om sömn. Resultat: Patienternas upplevda aktivitetsbegränsning minskade signifikant efter rehabiliteringen och self-efficacy ökade signifikant. Inga skillnader i sömnen kunde ses efter MMR jämfört med före. Slutsats: MMR i denna form förbättrade patienternas upplevda aktivitetsbegränsning och ökade self-efficacy, men avseende sömnkvalitet framkom ingen skillnad. För att bättre kunna möta och behandla sömnproblem hos smärtpatienter föreslås förbättringar i innehållet i MMR angående de behandlingsmodaliteter som erbjuds.

The present study examined interrelationships between attachment levels, relationship efficacy, career decision-making self efficacy, and life satisfaction. Concepts from social cognitive theory (Bandura, 1986) and attachment theory (Bowlby, 1973) were integrated to provide a framework for the current study. A conceptual model was proposed and tested to answer the research question: does relationship efficacy and career decision self efficacy fully or partially mediate the relationship between attachment and life satisfaction? This model was constructed to test mediational effects of career decision making self efficacy and relationship efficacy between the variables of attachment and life satisfaction. An alternative model was also developed to test for a direct relationship between attachment and life satisfaction (i.e., in addition to the indirect paths through the mediational variables). Structural equation modeling methods were utilized to test the model. Results indicated an adequate fit for both the primary and the alternate model. Findings indicated that relationship efficacy and career decision self efficacy partially mediate the relationship between attachment and life satisfaction. Theoretical, research, and practice implications are discussed in relation to the findings. Methodological limitations to the study and future directions are offered. The study concluded that adult attachment is a fundamental source of efficacy information and operates as a critical component in people's perceptions of their efficacy in the domains of relationships and career decisions, both of which impact life satisfaction. An integrated model based on social cognitive theory and attachment theory contributed to existing knowledge and may help generate future research. / Department of Counseling Psychology and Guidance Services