Syftet med studien var att undersöka förekomst av överkonfidens samt hur den varierar mellan olika typer av bedömningar och personer. Mätinstrumenten som användes var dels ett frågeformulär om invånarantal i svenska kommuner med självbedömningsfrågor om prestation, och dels det svenska frågeformuläret om General Self-Efficacy. Totalt undersöktes 65 manliga respondenter. Resultatet visade att överkonfidens inte förekom, respondenterna var realistiska i bedömningarna av den egna prestationen. Differensen mellan bedömning och prestation varierade inte mellan olika typer av bedömningar. Vidare visade resultatet inget samband mellan generell self-efficacy och differens mellan bedömning och prestation. Ett negativt samband visades dock mellan de underkonfidentas generella self-efficacy och underkonfidens. Förslag på framtida forskning är att vidare undersöka realismen i olika konfidensmätningar, och att undersöka samband mellan generell self-efficacy och överkonfidens med frågeformulär konstruerade för att generera överkonfidens. / The aim of the study was to investigate the existence of overconfidence and how it varies between different types of judgments and individuals. The instruments that were used were both a questionnaire about inhabitants in Swedish municipalities including self-judgmental questions of performance and the Swedish questionnaire of General Self-Efficacy. A total of 65 male respondents were examined. The result showed that overconfidence did not occur; the respondents were realistic in judgments of their own performances. The difference between judgment and performance did not vary between different types of judgments. Furthermore the result showed no correlation between general self-efficacy and difference between judgment and performance. Although a negative correlation was shown between the underconfidents’ general self-efficacy and underconfidence. Suggestions on future studies are to further investigate the realism in different confidence measurements, and to investigate correlation between self-efficacy and overconfidence with questionnaires that are designed to generate overconfidence.

Syftet med studien var att skapa en ökad förståelse för nybörjartränares upplevda orsaker till coaching efficacy. Frågeställningar var: (1) Vilka orsaker upplever nybörjartränare bidrog till deras coaching efficay som gjorde att de tog på sig tränaruppdraget?; (2) Vilka orsaker upplever nybörjartränare ökar respektive minskar deras coaching efficacy?; och (3) vilka attributionsmönster använder nybörjartränare sig av i förhållande till de orsaker de upplever ökar respektive minskar deras coaching efficacy. Semistrukturerade intervjuer genomfördes på fem nybörjartränare. En induktiv analys genomfördes. Alla respondenter upplevde att kunskap var en bidragande orsak till att de började som tränare. När tränaruppdraget utövades var stöd den mest citerade orsaken. Stabiliteten i respondenternas attributionsmönster verkar vara framför allt varierande. De orsaker till coaching efficacy som hittades diskuteras utifrån tidigare forskning och implikationer ges. / The purpose of this study was to create a deeper understanding of the sources to novice coaches coaching efficacy. The following questions where used: (1) Witch sources do novice coaches perceive contributed to their coaching efficacy witch made them take the trainer mission?; (2) Witch sources do novice coaches perceive raise and lower their coaching efficacy?; and What attribution pattern uses novice coaches in relation to the sources they perceive increase and decrease their coaching efficacy. Semi-structured interviews where conducted with five novice coaches. An inductive analysis where conducted. All respondents perceived knowledge to be a contribution source for starting as a coach. During the trainer mission support was the most cited source. The stability of the respondents attribution patterns seems to be mostly varying. The sources to coaching efficacy that where found are discussed based on earlier work and entailments are given.

Individens tro på den egna förmågan benämns self-efficacy och är en viktig del vid avgörandet av hur en uppgift ska lösas, samt av hur resultatet blir. När individer presterar spelar feedback en central roll för om det kommer att skapas motivation att uppnå målen eller inte. Ovan nämnda begrepp är även centrala för den kollektiva self-efficacy som är gruppens tro på sin förmåga. Studiens syfte var att undersöka hur en individs self-efficacy påverkas vid ett negativt utfall inom ett prestationsområde. En enkätundersökning med 81 lagidrottsspelare genomfördes i Västmanlands län. Resultatet visade att det fanns en nedgång i skattad self-efficacy efter ett negativt resultat på en match. Studien visade även på sänkningar i skattad motivationen och kollektiv self-efficacy samt en höjning i upplevd feedback. Slutligen diskuteras vad anledningen till de sänkningar berodde på samt hur vidare forskning kan undersöka saken djupare.

Syftet med studien var att undersöka skillnader mellan individuella- och lagidrottares upplevda self-efficacy samt skillnader mellan män och kvinnors self-efficacy. I studien undersöktes även samband mellan socialt stöd, anxiety, motivation, prestation och self-efficacy. Totalt deltog 117 stycken olika idrottare, 53 stycken individuella idrottare och 64 stycken lagidrottare samt varav 53 var kvinnor och 64 stycken var män, i åldrarna 19-52. Metoden som användes var kvantitativ och bestod av flera sammansatta enkäter (TEOSQ, GSE, SCAT och MSPSS) till en hel. Tillsamman med enkäterna följde även fem frågor rörande typ av idrott, ålder, kön, prestation på träning och prestation på tävling. Data analyserades i SPSS med hjälp av ett envägs ANOVA och Pearson r. Resultatet i studien visade att det fanns en skillnad mellan kvinnor och män när det kom till self-efficacy dock så fanns ingen skillnad när det kom till de olika idrotterna. Vidare visade resultatet att det fanns signifikanta samband mellan motivation, prestation och self-efficacy. Resultatet diskuterades i förhållande till uppsatsens teoretiska ramverk / The purpose of this study was to examine differences in self-efficacy between athletes in individual sports and team sports and if there were differences in self-efficacy between men and women. The study also examined if there were any correlations between social support, anxiety, motivation, self-efficacy and performance. The study held 117 participants whereof 53 were individual athletes and 64were athletes in team sports, 53 of them were women and 64 were men and the participants ages were between 19-52. A quantitative method was used and a questionnaire consisting of TEOSQ, GSE, SCAT and MSPSS were together with five questions regarding type of sport, age, gender and percieved performance in practice and competition put to one questionnaire. The collected data was analyzed in SPSS, using ANOVA and Pearson´s r. The result of the study showed that there was a difference between men and women regarding self-efficacy and that there were no differences regarding self-efficacy compared to which sport the athlete participated in. Furthermore, the study showed significant correlations between motivation, performance and self-efficacy. The results were discussed in relations to appropriate theoretical frameworks.

The purpose of this study was to develop a questionnaire to measure academic self-efficacy for undergraduates. The theoretical framework of the questionnaire was based on Bandura¡¦s self-efficacy theory. A total of 409 participants were selected by judgment sampling from the first- and second-grade undergraduate of six colleges in national Sun Yat-sen university (Liberal Arts, Science, Engineering, Management, Marine Sciences, and Social Sciences). The newly developed Academic Efficacy and Motivation Questionnaire (AEMQ) was modified and derived from eight related scales. Expert content validity was conducted by three experts in the field, and the data were analyzed by rating scale model (RSM) in ConQuest. The findings were as follows: 1. All the 69 items in AEMQ have good fit values (MNSQ between 0.6 and 1.4). 2. The items of the AEMQ tended to be too easy for participants. 3. The reliability of each dimension of AEMQ was poor. The highest reliability value was 0.575, and the lowest was 0.382. 4. The first dimension ¡§actual performance¡¨ and the second dimension ¡§vicarious experience¡¨ have negative correlation with the forth dimension ¡§psychological index¡¨. The result was consistent with past studies.

The purpose of this mixed method study was to examine teacher self efficacy and culturally responsive self efficacy of in-service Hispanic teachers teaching in high priority schools which serve large percentages of students of color with respect to the teachers' route to certification (alternative or traditional). This study also personal narratives to explore highly effective both alternatively and traditionally certified inservice teachers. The three guiding research questions for this mixed method study were: 1. What are teacher efficacy beliefs of alternatively certified teachers and traditionally certified Hispanic teachers who work in high priority schools serving Hispanic students? 2. What are culturally responsive beliefs of alternative certified teachers and traditionally certified Hispanic teachers who work in high priority schools serving Hispanic students? 3. What are the voices of highly effective alternative certified teachers and traditionally certified Hispanic teachers who work in high priority schools serving Hispanic students?Participants in the quantitative portion of the study were 90 middle and high school in-service teachers teaching in high priority schools in the Texas/Mexico borderlands of South Texas. The participants (N=4) in the qualitative portion of the study were purposively drawn from the quantitative participants. Findings of the study were derived from the use of two questionnaires (Teacher Self Efficacy Scale & Culturally Responsive Teacher Self Efficacy Scale) and an in-depth semi-structured interview with four participant in-service teachers. The major findings in this study were: 1. There are no significant differences in teacher self efficacy between alternatively certified teachers and traditionally certified teachers. 2. There are no significant differences in culturally responsive teacher self efficacy between alternatively certified teachers and traditionally certified teachers. 3. Sample population of Hispanic teachers scored themselves as having high teacher self efficacy and culturally responsive self efficacy. 4. The themes from teachers participating in the narrative portion of the study were: (a) high levels of teacher expectations, (b) effective school/parent relationships, (c) effective use of previous work experience, (d) utilization of the funds of knowledge of the students, (e) effective teacher/student connection, and (f) consistent use of self reflection.

In Taiwan, the environmental protection actions that people usually take are "physical actions", such as picking up litter, sorting trash, installing household resource-conserving devices. Other kinds of actions¡Xe.g., persuasive actions, civic action (such as signing for environmental causes, petitioning and lobbying) ¡Xare far less common. However, the latter actions, especially civic actions, are more effective than physical actions in pushing the government to adopt proenvironment policies and thus have more far-reaching impacts. This study thus focused on three civic and persuasive actions¡Xsigning for environmental causes, lobbying, and being an ecotourism interpreter. And since these actions are usually taken as a group action (people do so either because they are members of environmental groups or other NGOs, or because they join the actions of these organizations) , this study took environmental group members as its target population. A survey of intentions regarding the above three kinds of actions was made, with 210 environmental group members as respondents. Two models were used to predict these behaviors. One was the theory of planned behavior (TPB) proposed by Ajzen (1988, 1991) , the other one was an integrated model based on theories from three disciplines¡Xsocial psychology, environmental education, public health¡Xand literatures of society mobilization. The integrated model contained 8 predictors, 4 of which were from the TPB (the subjective norm variable in the TPB was further split into 2 variables: subjective norm with respect to family members, subjective norm with respect to community members) . The other 4 variables were environmental moral obligation, environmental attitude, response efficacy and collective efficacy. Results showed that both the TPB and integrated models could predict all three kinds of environmental intention (R2 > .49 for each model and intention) . The integrated model, however, was not better than the TPB model in predicting the intention to lobby. And it was only a little better in predicting the intentions to sign and to be an interpreter. Implications of these results and suggestions for environmental groups and environmental education organizations were discussed.

In order to cut down the overuse of plastic bags, the Taiwan government had implemented a restriction policy for the use of plastic shopping bags. Under this policy, hypermarkets, department stores, supermarkets and many other stores are prohibited from offering free plastic shopping bags. They can only sell them. Meanwhile, since their goods are cheap, various, and many hypermarkets have become a main shopping place and the kind of store where Taiwanese spend most of their money. This study was aimed to find out the variables affecting shoppers¡¦ bag-use behaviors¡Xwhich included bringing one¡¦s own bag and requesting bags from the salesperson¡Xat hypermarkets. A bag-use model was proposed for these variables. It included six variables and was based on Hines, Hungerford and Tomera¡¦s (1986) model of responsible environmental behavior and Cheng¡¦s (2004) integrated model of environmental behavior. The variables were environmental concern, environmental responsibility, attitude toward the behavior, self-efficacy, response efficacy and situational factors. Results showed that the bag-use model could predict both kinds of environmental behaviors (Nagelkerke R2 = .68, .60). Self-efficacy was the main variable that determined whether shoppers would bring their bags to shopping, whereas situational variables determined whether shoppers would request bags from the salesperson. Implications of these results and suggestions for the authorities were discussed.

The associations between personality, impression management, and organization citizen behavior are discussed. The questionnaire used at current study is designed cross-sectional, containing Self-Monitoring Scale, Machiavellianism Scale, Self-Efficacy Scale, Impression Management Scale, and Organizational Citizenship Behavior Scale, administered to 247 supervisors and 247 employees. The validate response rate was 96.1%. Multivariate analytical results indicated that the differentiations between employees might affect their involvement with impression management; supplication and intimidate tactics may be the intervening variables between Machiavellianism and Organizational Citizenship Behavior; General & Specific Self-Efficacy would directly influence Organizational Citizenship Behavior, which indicates the supervisors¡¦ perception of employees will directly affected by General & Specific Self-Efficacy.

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.