This study examines the extent to which locus of control and social support are linked to self-efficacy with regard to disease management in HIV-positive adults. Perceived ability to effectively manage illness was measured with the Self-Efficacy for Managing Chronic Disease Scale. Scores from the Multidimensional Scale of Perceived Social Support and the Multidimensional Locus of Control Scale were used as predictors. The gender-balanced sample (N = 69) of HIV+ adults was primarily African-American (65.3%) and European American (30.5%), with a mean age of 47 years (SD = 8.37). Correlational analyses suggested significant positive relationships between self-efficacy, social support, and locus of control due to powerful others. A regression analysis found that the model accounted for 23% of the variance in self-efficacy (adj. R-squared =.23, F (5, 63) = 4.81, p < .01), with social support (&#946; = .37, t = 3.28, p < .01) and locus of control (&#946; = .25, t = 2.26, p < .05) both significant predictors. Results suggest that social support and locus of control contribute to the belief that HIV can be managed. Interestingly, an external locus of control contributed to this belief, perhaps due to the perception of a physician, religious icon, or partner as a "powerful other." Results suggest that a strong supportive relationship with a trusted other along with enhanced social support typically associated with group-based interventions may improve health outcomes by increasing self-efficacy in disease management in HIV-positive adults.

New teachers begin the school year with optimism and enthusiasm, but their excitement quickly wanes as they encounter the realities of the everyday life of a teacher. When they do not experience the successes they predicted, many begin to doubt their capabilities, which results in a lowered sense of teaching efficacy. This descriptive study was designed to identify the contextual factors novice teachers perceive as influences on personal teaching efficacy and to examine the relationships between the factors. Two groups of novice teachers who were concurrently enrolled in a post-baccalaureate accelerated educator preparation program and working as first-year teachers were the participants in the study. Data were gathered for the study through focus group activities, twice weekly journal entries completed during the teaching year, and a culminating “lessons learned” paper written during the last month of the first year of teaching. Each of the two focus groups identified nine contextual factors they perceived to affect personal teaching efficacy. Six factors were identified by both groups: parental involvement, support from administrators and colleagues, classroom discipline, testing results, teaching strategies and outcomes, and relationships with administrators and colleagues. The groups, however, perceived the relationships between the contextual factors differently. The generalists perceived recursive relationships between the factors, while the content group perceived a linear relationship.

The purpose of the current study is to investigate the extent to which mindfulness (observing and describing), dispositional optimism and personal meaning are associated with self-efficacy for managing a chronic disease (SEMCD) among 57 people living with HIV in the DFW Metroplex. Several statistical analyses, including a hierarchical linear regression analysis, were conducted. Results indicate, after controlling for age and gender, the overall model accounted for a significant proportion of the variance (adjusted R2 = .39) in self-efficacy for managing chronic disease, F (6, 50) = 5.80, p < .01. Both subscales of mindfulness were significantly related to self-efficacy. However, observing was negatively, associated with SEMCD (β = -0.44, p < .05), and describing was positively associated with self-efficacy (β = 0.60, p < .01). As a result, incorporating these mindfulness skills into self-efficacy based self-management programs may greatly improve self-management, thus positively influencing psychological and physiological health outcomes that are essential to the health and wellbeing of people living with HIV/AIDS. Future research should investigate methods of manipulating observing and describing, and determine what proficiency in these skills is most beneficial to improve self-efficacy.

This study sought to determine if participation in a home education learning program would impact the perceived levels of parental self-efficacy of parents/caregivers who participate in the completion of home-learning assignments and increase their levels of home-learning involvement practices. Also, the study examined the relationship between the parental involvement practice of completing interactive home-learning assignments and the reading comprehension achievement of first grade students. A total of 146 students and their parents/caregivers representing a convenience sample of eight first grade classes participated in the study. Four classes (n=74) were selected as the experimental group and four classes (n=72) served as the control group. . There were 72 girls in the sample and 74 boys and the median age was 6 years 6 months. The study employed a quasi-experimental research design utilizing eight existing first grade classes. It examined the effects of a home-learning support intervention program on the perceived efficacy levels of the participating parents/care¬givers, as measured by the Parent Perceptions of Parent Efficacy Scale (Hoover-Dempsey, Bassler, & Brissie, 1992) administered on a pre/post basis. The amount and type of parent involvement in the completion of home assignments was determined by means of a locally developed instrument, the H.E.L.P. Parent Involvement Home-learning Scale, administered on a pre/post basis. Student achievement in reading comprehension was measured via the reading subtest of the Brigance, CIB-S pre and post. The elementary students and their parents/caregivers participated in an interactive home-learning intervention program for 12 weeks that required parent/caregiver assistance. Results revealed the experimental group of parents/caregivers had a significant increase in their levels of perceived self-efficacy, p<.001, from the pre to post, and also had significantly increased levels of parental involvement in seven home-learning activities, p<.001, than the control group parents/caregivers. The experimental group students demonstrated significantly higher reading levels than the control group students, p<.001. This study provided evidence that interactive home-learning activities improved the levels of parental self-efficacy and parental involvement in home-learning activities, and improved the reading comprehension of the experimental group in comparison to the control.

Magister Artium (Social Work) - MA(SW) / Learner and teacher motivation are vital to the study of learner retention or dropout rates in schools. Together with self-efficacy of both teachers and learners, its effect on learner retention rates in South African secondary schools can no longer be ignored. The aim of this research was to examine the relationships of learner and teacher motivation and self-efficacy with learners’ intention to drop out of high school. The Self-Determination Theory (SDT) and Bandura’s Theory of Self-efficacy were adopted to explain the relationship between studied variables. A quantitative methodology was used with a cross-sectional comparative design. The sample consisted of 625 learners and 111 teachers from 5 randomly selected high schools in the Metro North (from 43 government high schools) and 5 randomly selected schools in Metro East (from 42 government high schools) Education Districts in the Western Cape. Fifty percent of the schools were considered low income schools based on the school fees requirement. The data were collected using self-report questionnaires consisting of four sections, Demographic Information, the Motivational Index, Self-efficacy and Dropout Perceptions. The data were analysed with the Statistical Package for Social Sciences (SPSS V23). The current study found no significant relationships between teacher and learner motivation and self-efficacy. However, there was a significant negative relationship between teacher self-efficacy and learners’ intention to drop out of school. There was also a significant positive relationship between learner motivation and learners’ intention to drop out of school. Further research should be conducted to establish the reasons why there are negative relationships between teacher self-efficacy and learner self- efficacy. Also why a large number of learners, especially those from low socio-economic schools, seem more motivated to leave school than to persist. A further investigation is also required into the predictive factors which lead to learner vulnerability to drop out of school.

The underrepresentation of women in physics has been well documented and a source of concern for both policy makers and educators. My dissertation focuses on understanding the role self-efficacy plays in retaining students, particularly women, in introductory physics. I use an explanatory mixed methods approach to first investigate quantitatively the influence of self-efficacy in predicting success and then to qualitatively explore the development of self-efficacy. In the initial quantitative studies, I explore the utility of self-efficacy in predicting the success of introductory physics students, both women and men. Results indicate that self-efficacy is a significant predictor of success for all students. I then disaggregate the data to examine how self-efficacy develops differently for women and men in the introductory physics course. Results show women rely on different sources of self-efficacy than do men, and that a particular instructional environment, Modeling Instruction, has a positive impact on these sources of self-efficacy. In the qualitative phase of the project, this dissertation focuses on the development of self-efficacy. Using the qualitative tool of microanalysis, I introduce a methodology for understanding how self-efficacy develops moment-by-moment using the lens of self-efficacy opportunities. I then use the characterizations of self-efficacy opportunities to focus on a particular course environment and to identify and describe a mechanism by which Modeling Instruction impacts student self-efficacy. Results indicate that the emphasizing the development and deployment of models affords opportunities to impact self-efficacy. The findings of this dissertation indicate that introducing key elements into the classroom, such as cooperative group work, model development and deployment, and interaction with the instructor, create a mechanism by which instructors can impact the self-efficacy of their students. Results from this study indicate that creating a model to impact the retention rates of women in physics should include attending to self-efficacy and designing activities in the classroom that create self-efficacy opportunities.

Orientador: Antonio Carlos Pereira / Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba / Made available in DSpace on 2018-08-28T09:52:57Z (GMT). No. of bitstreams: 1 Paz_SabrinaHundertmarch_M.pdf: 1269648 bytes, checksum: f16bbf9960fd9eb99c887ffc0f814e45 (MD5) Previous issue date: 2015 / Resumo: O conceito da odontologia minimamente invasiva, defensora da menor intervenção nas lesões cariosas e da mínima remoção de tecido dentário sadio vem sendo muito difundido na atualidade, uma vez que os materiais preventivos estão sendo amplamente utilizados na prática clínica. Dessa forma, este estudo é disposto de um capítulo e seu objetivo principal foi avaliar a eficácia e efetividade dos selantes aplicados nas lesões de cárie cavitadas em crianças e adolescentes, por meio de uma revisão sistemática de estudos e metanálise. Os critérios de inclusão foram: a) estudos em humanos; b) amostra incluindo indivíduos entre 5 e 14 anos de idade; c) estudos de ensaios clínicos controlados e/ou estudos clínicos randomizados com acompanhamento de no mínimo 12 meses; d) artigos publicados até dezembro de 2014 nas bases de dados PubMed, Web of Science, Cochrane Plus, Single e Lilacs. A avaliação do estudo e risco de viés foi realizada para cada estudo. A metanálise foi realizada nos estudos considerados de baixo risco de viés e com resultados de leitura visual de pares através de software RevMan. A pesquisa produziu um total de 362 títulos de artigos potencialmente relevantes, dos quais 18 eram duplicados. Os resumos de 344 estudos foram lidos, sendo 335 destes, excluídos e 9 selecionados para análise de elegibilidade. No entanto, dois (2) estudos foram excluídos após sua leitura completa e somente sete (7) artigos foram incluídos nesta revisão. De acordo com o risco de viés de avaliação, quatro estudos foram considerados de "baixo" risco e três estudos de moderado risco de viés. O "forest plot" da metanálise mostrou baixa heterogeneidade do X² (3,62) e um resultado favorável para o uso de selantes nas lesões. Além disso, a probabilidade de progressão da lesão de cárie quando esta técnica foi usada era significantemente menor (p=0,02) em comparação ao grupo controle. Nossos resultados sugerem que a maioria dos estudos apresentou eficácia das técnicas utilizadas para aplicação dos selantes com mínima remoção do tecido cariado, mas nem todos apresentaram efetividade quando comparado aos demais materiais. Além disso, a técnica de selamento em lesões de cárie cavitadas parece ser eficaz, a curto e médio prazo. Contudo, são necessários mais ensaios clínicos randomizados de longo prazo para aumentar a evidência / Abstract: The concept of minimally invasive dentistry, advocate of less intervention in caries lesions and minimal removal of healthy tooth tissue has been widespread today, as preventive materials are being widely used in clinical practice. Thus, this study is arranged in a chapter and its main objective was to evaluate the efficacy and effectiveness of sealants applied in cavitated caries lesions in children and adolescents through a systematic review of studies and meta-analysis. Included criteria were: a) human studies; b) sample including individuals between 5 and 14 years old; c) studies of controlled clinical trials and / or randomized clinical trials with follow-up at least 12 months; d) articles published up to December 2014 in the databases PubMed, Web of Science, Cochrane Plus, Single and Lilacs. The evaluation of the study and risk of bias was performed for each study. The meta-analysis was performed in the studies considered low risk of bias and results of visual reading pairs through RevMan software. The research produced a total of 362 titles of potentially relevant articles, of which 18 were duplicates. Abstracts of 344 studies were read, with 335 of these, excluded and 9 selected for eligibility analysis. However, two (2) studies were excluded after its complete reading and only seven (7) articles were included in this review. According to the risk of bias assessment, four studies were considered "low" risk and three studies of moderate risk of bias. The "forest plot" of the meta-analysis showed low heterogeneity of X² (3.62) and a favorable outcome for the use of sealants in injuries. Furthermore, the probability of progression of caries when this technique was used was significantly lower (p = 0.02) compared to the control group. Our results suggest that most studies showed the effectiveness of techniques used to apply the sealant with minimal removal of decayed tissue, but not all were effective when compared to other materials. In addition, the sealing technique in cavitated caries lesions appears to be effective in the short and medium term. However, it takes longer-term randomized clinical trials to increase the evidence / Mestrado / Odontologia em Saude Coletiva / Mestra em Odontologia em Saúde Coletiva

Introduction. The high cost and concern of adverse events, particularly infections, limit the use of biologic disease-modifying anti-rheumatic (bDMARD) therapies. We undertook this retrospective study to document their use for immune-mediated diseases (IMDs) and explore the efficacy, safety, adherence and screening practices prior to initiating bDMARDs in a tertiary referral hospital. Methods. A folder review of all adult and paediatric patients treated for IMDs with bDMARDs at Groote Schuur and Red Cross Hospitals between January 2013 and December 2019. Clinico-demographic particulars, details of bDMARD therapy, and adverse events were collated. Changes in disease activity were measured by diseasespecific tools at 6, 12, 24-months and at the last available visit, and patient adherence to bDMARDs was explored by folder and pharmacy record review. Results. We studied 151 folders, with 182 bDMARDs uses (29 patients used more than 1 bDMARD). Patients were from rheumatology (n= 38: 13 rheumatoid arthritis; 10 spondyloarthritis, 5 Systemic Lupus Erythematosus (SLE) , 5 inflammatory myositis and 5 other conditions); gastroenterology (n=31; 26 Crohn`s and 5 Ulcerative Colitis), dermatology (n=9; psoriasis), neurology (n=4, ophthalmology (n= 25; 6 scleritis, 18 uveitis, 1 optic neuritis), and paediatrics (n= 45, 26 juvenile idiopathic arthritis , 12 SLE, 7 other conditions). The bDMARDs used were TNF inhibitors (112), rituximab (55), tocilizumab (10), anakinra (3), abatacept (1), and tofacitinib (1). The vast majority of patients had an excellent response and were in low disease activity or remission at their last available visit. Adverse events included severe infection (4), tuberculosis (TB) (2), mild infection (4), severe allergic reaction (3), mild skin reaction (14), elevated liver enzymes (2), and worsening interstitial lung disease ILD (1). bDMARD Therapy was discontinued in 18 patients, most commonly due to adverse reaction (9), lack of response (3), poor adherence (2), or remission (1). bDMARD Therapy was changed to alternative therapy in 29 patients, most commonly because of poor response (14), or adverse effects (9) or poor adherence (3). Poor adherence or patients lost to follow-up was noted in 18/182 (9.9%). Complete latent TB infection screening with chest x-ray and TB skin test was performed in only 55 (36.4 %) but INH prophylaxis was given to 51/88 (57.9%) of patients prescribed TNFi therapy. Hepatitis B screening performed in 93 (61.6 %) patients, but most patients (72.2 %) were not tested for Hepatitis B core ab. Hepatitis C screening was performed in 81 (53.6 %) patients. Only 88 (58.3%) patients had a recent HIV test. The majority (17.2%) received the influenza vaccine, but only 24 (15.8 %) received pneumococcal vaccination. Discussion and Conclusion. bDMARD therapy was an effective treatment, and the most common adverse effect was infection (7.2%), with 2 TB infections. Vaccination and screening for TB, viral hepatitis and HIV was suboptimal. Of concern, poor adherence to bDMARDs was frequently encountered.

Current research suggests that gifted students possess a unique set of characteristics that require unique skills and knowledge to address properly. School counselors are in a position to address the unique needs of gifted students provided they have the knowledge required for effective interaction. School counselors are called to provide multiple services for all students in the school setting; among those services are to advocate for student needs as well as to maintain a level of knowledge that will facilitate effective advocacy. Although the current literature suggests that school counselors possess the unique skills to address the needs of gifted students, literature is limited in the area of school counselor advocacy for gifted students, and no studies have addressed school counselor self-efficacy for advocacy of gifted students. The purpose of this study was to investigate how self-efficacy, knowledge of gifted issues, and understanding of professional advocacy competencies relate to school counselors' advocacy activities with gifted students. Quantitative methodology was used to answer the research questions. Professional school counselors completed a series of four instruments that comprised the survey for this study. Participants completed the survey either online or on paper between the months of January and June 2011. SPSS Version 19.0 for Windows was used to complete the statistical analyses for this study, which included descriptive statistics, factor analysis, and regression.The results of this study indicated that knowledge of giftedness, self-efficacy, and building level, significantly predicted school counselors' advocacy competency and activity with gifted students. However, training program and years of experience were not significant predictors of school counselors' advocacy activity with gifted students. Implications for school counselors are increased knowledge of gifted needs and increased advocacy activity for gifted students. In order for school counselors to provide appropriate services to gifted students, it is important to increase their knowledge of the population. This increased knowledge will help school counselors to be more inclusive of gifted students and their needs when developing comprehensive school counseling programs. In addition, this increased knowledge may assist school counselors with becoming active participants in services for gifted students within the school environment. Future research should further explore the level of advocacy activity of school counselors with gifted students and the importance of self-efficacy for school counselors.

Vitamin D deficiency is an epidemic issue in all age groups in Western countries and that affects both skeletal and non-skeletal functions. Even with the wide application of food fortification, vitamin D deficiency tends to increase continuously. Being hydrophobic in nature, vitamin D has poor solubility; thereby it negatively affects its absorption and bioavailability when compared to other hydrophilic dietary compounds. The need to develop a novel strategy is of greater importance to enhance its bioavailability and thereby improving vitamin D level in the body. In this study, lipid-based delivery of oil-in-water nanoemulsion (diameter < 200nm) was utilized to improve the bioaccessibility and oral bioavailability of vitamin D3. First, we examined the in vitro relative bioaccessibility of nanoencapsulated vitamin D3 using a simulated gastrointestinal system. The study results showed that nanoemulsion-based delivery system significantly increased the relative bioaccessibility by 3.94 fold when compared to the coarse emulsion (diameter >200nm), as indicated by the concentration of vitamin D3 in the mixed micelles. To evaluate the in vivo bioavailability of vitamin D3 an animal study was conducted. Mice were assigned randomly to three groups: vitamin D3 nanoemulsion (n=6), coarse emulsion (diameter > 200nm) (n=6) and vehicle (nanoemulsion without vitamin D3) (n=3), which is the control group. After 3-days of feeding emulsion by mixing in drinking water, the serum 25(OH)D3, a biomarker of vitamin D availability, was measured using immunoassay. We found that serum 25(OH)D3 level in animals fed with vitamin D3 nanoemulsion was significantly higher than in those animals fed with coarse emulsion (22.7 ± 1.10 ngmL-1 vs 17.92 ± 2.82 ngmL-1). It indicated that nanoemulsion improved the in vivo bioavailability by 28%. These results showed that the nano-based delivery systems can be utilized to improve vitamin D level, and further human studies are warranted for its application to the human population in order to improve the vitamin D status.