Syftet med studien var att undersöka kvinnors upplevelser av utbrändhet ur ett somatiskt, psy¬kiskt och socialt perspektiv. Vidare var syftet att belysa de copingstrategier som kvinnorna använt sig av för att kunna återgå till arbetet. Ett ytterligare syfte var att belysa hur ovanstående aspekter förändrats enligt kvinnorna efter utbrändheten och vilka copingstrategier de använt sig av för att förhindra ny utbrändhet. Fem kvinnor intervjuades och materialet analyserades med hjälp av teoristyrd och induktiv tematisk analys. Resultatet kopplades sedan till teo¬rin om kognitiv värdering, self-efficacy teorin och teorier om naturens och den fysiska aktivitetens betydelse för välmåendet. Resultatet visade att samtliga kvinnor upplevt somatiska, psykiska och sociala problem vid tiden innan, under och i viss mån efter utbrändheten. Kvinnorna använde sig inledningsvis av problemfokuserad coping (ex. samtalsterapi) i kombination med emotionsfokuserad coping (ex. socialt stöd) för att i slutskedet inbegripa enbart emo¬tionsfokuserad coping (socialt stöd, yoga, naturen) . Vidare var ett resultat att samtliga kvinnor upplevde högre grad av självtro och självmedvetenhet efter tiden som utbrända.

Self-efficacy och socialt stöd är två fenomen som visats ha ett flertal goda effekter på individers beteende framförallt inom utbildning. Devonport och Lanes (2006) studie kunde bekräfta relationen mellan self-efficacy och prestation. Den föreliggande studiens syfte var att studera betydelsen av self-efficacy och socialt stöd för studieprestation hos en grupp studenter. Två mätningstillfällen utfördes, med 65 deltagare vid första och 49 vid andra tillfället. Resultaten visade att socialt stöd hade signifikant positivt samband med self-efficacy. Även om studien inte fann några signifikanta effekter varken av self-efficacy eller socialt stöd på prestation antyddes intressanta mönster av ändring över tid. Exempelvis visade det upplevda stödet ett mönster där individer med högt upplevt stöd presterade generellt bättre i förhållande till de med lågt. Key words: self-efficacy, social support, academic achievement, student.

This essay looks into the concept of self-efficacy and its implications for work performance. The participants in this study work for a call center company situated in the southern part of Sweden. The hypothesis is that a high degree of self-efficacy exerts a positive effect on work performance. Furthermore, the study seeks to identify the factors that give rise to work satisfaction among the participants. The results of the study show that there is a negative correlation between high self-efficacy and work performance. This finding is subsequently inconsistent with previous research on self-efficacy. The overwhelming majority of the participants in this study believe that they are capable of achieving a bonus but that they could easily end up being burnt out. The conclusion therefore is that a high degree of self-efficacy does not necessarily mean that an individual will actually attain a particular goal. The results further divulge that a high degree of self-efficacy facilitates the acceptance of complex goals. This finding is thus consistent with previous studies on the subject, mainly by Latham. The study also indicates that the probability of promotion and a high degree of locus of control both contribute to work satisfaction among the participants.

Syftet med uppsatsen var att utröna en inkubators psykologiska betydelse för studenter som startar företag. En kvalitativ undersökning bland nio företagsstartande studenter som tagit hjälp av inkubatorn Idélab gjordes för att identifiera psykologiska faktorer för att en student ska starta företag. Tidigare forskning har visat att self-efficacy kan ha betydelse. Tonvikt lades därför på entreprenöriell self-efficy med hjälp av en andra frågeställning; ”På vilket sätt påverkar Idélab sina studenters entreprenöriella self-efficacy?” Det framkom att entreprenöriell self-efficacy, utbildning, stödjande miljö, känslan av att skapa sitt eget liv och framtid samt styrkan av att vara flera var betydelsefulla faktorer för studenter som startar eget. Det framkom att Idélab troligen höjer sina studenters entreprenöriella self-efficacy med tre av Banduras fyra källor till self-efficacy.

The literature suggests that mentoring is an important factor in the development of nurse leaders. Preliminary evidence suggests that self-efficacy may provide the conceptual link between receipt of mentoring functions and leadership performance. The purpose of this study was to contribute to the scientific knowledge base that informs nursing administration by examining the contribution of mentoring to development of leadership self-efficacy (LSE) among nurses. The conceptual framework that guided the study integrated theoretical perspectives from mentoring, leadership, and self-efficacy theories. A prospective, repeated measures design was used. One hundred Registered Nurses completed measures of LSE at the beginning and conclusion of leadership training and three months following training, and mentoring just prior to the final LSE measurement. Hierarchical regression analysis was used to assess the effect of mentoring on self-efficacy for each of five leadership practices. The change in LSE levels over the course of the leadership training intervention was included as a control for the effect of training. Participant administrative experience and professional education were included as controls. Study results did not support the proposition that protégé exposure to career and psychosocial mentoring would lead to higher levels of LSE. Mentorship did not predict self-efficacy for any of the leadership practices. The impact of participants’ mentoring experiences prior to the study, low statistical power due to a small sample size, homogeneity of respondents with respect to their mentorship experiences, and the possibility of a ceiling effect for LSE are possible explanations for these results. Results did suggest that mentored nurses were able to enhance their LSE during leadership training, and to sustain this increase upon return to their home organizations. Findings also provided insight into the prevalence of mentoring among nurses who are actively pursuing leadership development. Nearly two-thirds of the respondents were mentored during the study period, and these nurses reported that their mentoring relationships were active and positive. Mentoring continues to be advanced as an important contributor to leadership development among nurses. This study reinforces the need for further exploration of this relationship to inform and guide developmental interventions and allocation of resources.

Adolescents intentions to behave in both reactive and instrumental aggression were assessed using the Theory of Planned Behaviour (TPB; I. Ajzen, 1985). Along with examining the TPB, perceptions of self-efficacy (A. Bandura, 1982) towards both types of aggression were also assessed. Self-report questionnaires were administered to 162 grade 10 to 12 students in two independent school districts. Using Path Analysis, the TPB was shown to significantly explain both instrumental and reactive aggression. In the context of reactive aggression, attitudes were found to have the greatest influence on intentions to behave aggressively. As for instrumental aggression, self-efficacy was found to have the greatest influence on intentions. Overall, the results of this study provide support for using the TPB to explain adolescent aggression. In addition, this study further demonstrates the value of distinguishing between reactive and instrumental functions of aggression.

The purpose of this study was to examine the retraining and career development experiences of new and professional immigrants in Canada. The study intended to provide an in- depth perspective into the influence of immigrants’ optimism and self-efficacy on their retraining and career development experiences. Using a qualitative methodology, in-depth interviews were conducted and a grounded theory approach was employed to analyze the data. Central themes within participant narratives emerged and key results were introduced. Participants’ experiences included a myriad of barriers and challenges, yet many viewed this experience as a positive opportunity for growth and development. The results explored differences between optimists’ and pessimists’ retraining and career development experiences, as well as the role of self-efficacy within immigrants’ career development. Results have implications for career and vocational psychology literature, practice, and career counselling, and include suggestions for future researchers.

The purpose of this study was to examine the retraining and career development experiences of new and professional immigrants in Canada. The study intended to provide an in- depth perspective into the influence of immigrants’ optimism and self-efficacy on their retraining and career development experiences. Using a qualitative methodology, in-depth interviews were conducted and a grounded theory approach was employed to analyze the data. Central themes within participant narratives emerged and key results were introduced. Participants’ experiences included a myriad of barriers and challenges, yet many viewed this experience as a positive opportunity for growth and development. The results explored differences between optimists’ and pessimists’ retraining and career development experiences, as well as the role of self-efficacy within immigrants’ career development. Results have implications for career and vocational psychology literature, practice, and career counselling, and include suggestions for future researchers.

The literature suggests that mentoring is an important factor in the development of nurse leaders. Preliminary evidence suggests that self-efficacy may provide the conceptual link between receipt of mentoring functions and leadership performance. The purpose of this study was to contribute to the scientific knowledge base that informs nursing administration by examining the contribution of mentoring to development of leadership self-efficacy (LSE) among nurses. The conceptual framework that guided the study integrated theoretical perspectives from mentoring, leadership, and self-efficacy theories. A prospective, repeated measures design was used. One hundred Registered Nurses completed measures of LSE at the beginning and conclusion of leadership training and three months following training, and mentoring just prior to the final LSE measurement. Hierarchical regression analysis was used to assess the effect of mentoring on self-efficacy for each of five leadership practices. The change in LSE levels over the course of the leadership training intervention was included as a control for the effect of training. Participant administrative experience and professional education were included as controls. Study results did not support the proposition that protégé exposure to career and psychosocial mentoring would lead to higher levels of LSE. Mentorship did not predict self-efficacy for any of the leadership practices. The impact of participants’ mentoring experiences prior to the study, low statistical power due to a small sample size, homogeneity of respondents with respect to their mentorship experiences, and the possibility of a ceiling effect for LSE are possible explanations for these results. Results did suggest that mentored nurses were able to enhance their LSE during leadership training, and to sustain this increase upon return to their home organizations. Findings also provided insight into the prevalence of mentoring among nurses who are actively pursuing leadership development. Nearly two-thirds of the respondents were mentored during the study period, and these nurses reported that their mentoring relationships were active and positive. Mentoring continues to be advanced as an important contributor to leadership development among nurses. This study reinforces the need for further exploration of this relationship to inform and guide developmental interventions and allocation of resources.

Motivation för ledarskap styrs av värderingar, personlighet och tro på sin förmåga. Forskning har genererat tre motivationskategorier för ledarskap, affektiv-identitet ledarmotivation, icke-kalkylerande ledarmotivation och social-normativ ledarmotivation. Studien undersökte dessa tre motivationskategoriernas inbördes rangordning och skillnader mellan utbildningsinriktning och kön samt samband med generell self-efficacy och personlighetsegenskaper enligt femfaktormodellen.  192 studenter deltog från en mellansvensk högskola, därav 54 män, 90 från socionomprogrammen, 72 från det internationella businessprogrammet och 30 från två ingenjörsprogram.  De besvarade en enkät bestående av Chan och Drasgows Motivation to lead scale, Chen, Gully och Edens General self- efficacy scale och Shafers femfaktormodell Big Five Marker. Resultatet visar att det finns skillnader mellan motivationskategorier och utbildningsinriktning. Det finns samband mellan motivationskategorier och personlighet. Inga skillnader i self-efficacy mellan utbildningsinriktning eller mellan könen. Resultatet diskuteras utifrån behov av ledarskap i samhället, krav i ledarrollen, utveckling av individer i riktning mot ledarskap och utveckling av nya ledarmodeller exemplifierat med delat ledarskap.