Enligt Bandura (1997) är self-efficacy tron på den egna förmågan att slutföra uppgifter och nå mål. Denna studie undersökte sambandet mellan upplevd beslutsfrihet under sena tonåren, upplevd stress från föräldrar under sena tonåren, upplevd optimism under sena tonåren och self-efficacy. Stickprovet på 133 studenter, varav 35 män och två av okänt kön skattade sina upplevelser och self-efficacy. En multipel hierarkisk regressionsanalys visade att self-efficacy korrelerade positivt med både beslutsfrihet och optimism vilket gav stöd för hypotes 1 och 3. Variationen i de oberoende variablerna och kontrollvariablerna kunde förklara 12% av variationen i self-efficacy. Sambandet mellan hög self-efficacy och hög upplevd grad av beslutsfrihet under sena tonåren förklarades som socialt stöd i form av tillit från föräldrarna. Sambandet mellan self-efficacy och upplevd grad av optimism under sena tonåren förklarades som att optimism ökar prestationen och chansen för framgångar. Studien föreslog att föräldrar bör ge sina tonåringar beslutsfrihet för att stärka self-efficacy.

Ungdomar med smärta i form av huvudvärk, magont och värk från axlar är ett vanligt förekommande problem. Detta medför ett stort lidande för den drabbade ungdomen och medför konsekvenser i form av skolfrånvaro, påverkan på sociala aktiviteter, sociala relationer samt en ökad risk för fortsatt smärta i vuxen ålder. Skolsköterskan fyller en viktig funktion i arbetet med att tidigt uppmärksamma dessa ungdomar, samt erbjuda stödinsatser. Dessvärre saknas riktlinjer för handläggning av smärta hos ungdomar. Hälsosamtalet syftar till att fånga upp ohälsa hos ungdomar, men idag råder det brist på frågor med inriktning mot smärta.   Föreliggande studie syftar till att belysa ungdomars upplevelse av skolsköterskans betydelse för deras hantering av återkommande smärta. I studien använde författarna sig av kvalitativa intervjuer med induktiv ansats. Totalt intervjuades 9 ungdomar i åldern 17-18 år. Efter analys skapades två huvudkategorier; att känna förtroende till skolsköterskan, samt brist på tilltro. I resultatet framkom att ungdomen ansåg det viktigt att bli sedd av skolsköterskan, att skolsköterskan var genuint intresserad och fortsatte fråga om problemen med syfte att skapa en tillåtande atmosfär som möjliggjorde för ungdomen att våga öppna sig och berätta om smärtan. Brist på kontinuitet, rädsla för det okända samt utebliven interaktion i mötet med skolsköterskan var bidragande orsaker till en bristande tilltro. Genom att gå sin egen väg fann ungdomen egna strategier att hantera smärta men det fanns en tydlig oro inför att möta framtiden med en kvarstående smärta.  Skolsköterskans roll i hantering av återkommande smärta behöver synliggöras och implementeras för att minska stigmatisering av återkommande smärta. Fortsatt forskning behövs för att öka förståelsen och därmed kartlägga behov som kan leda till att tidiga stödinsatser kan erbjudas.

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Prokrastinering innebär att frivilligt skjuta upp en viktig aktivitet, trots vetskapen om att det leder till stress, ångest och ytterligare negativa konsekvenser. Enligt forskning anses 80-95 % av alla högskolestudenter prokrastinera,  50 % av studenterna uppger att detta leder till problem. Self-efficacy är individens tilltro till den egna förmågan att klara av saker. Syftet med studien var att undersöka prokrastinering i relation till self-efficacy och studieresultat. Metoden som användes var en webbenkät där två mätinstrument kombinerades, varav dessa är välkända inom forskning på området, Procrastination Assessment Scale for Students samt College Academic Self-efficacy Scale. Därtill adderades ett flertal frågor som mätte studieresultat. I undersökningen deltog 426 högskolestudenter varav 141 män. Resultatet visade på signifikanta samband mellan prokrastinering och sämre studieresultat, samt mellan prokrastinering och låg self-efficacy. Uppskjutande är ett destruktivt beteende som kan ge allvarliga konsekvenser på flera områden. Av den orsaken bör det vara viktigt att bedriva forskningen vidare.

Since the imposter phenomenon was first identified, much research has been conducted on its occurrence in different populations and its impact on functioning. This study investigated the influence of the imposter phenomenon on counseling selfefficacy among graduate level counseling and counseling psychology trainees. A structural equation model was developed and tested to determine the relationships between counseling experience, the imposter phenomenon, and counseling selfefficacy. The model indicated that the imposter phenomenon had a negative relationship with counseling self-efficacy. It also revealed the influence of prior experience, months in practicum, and number of counseling hours on counseling selfefficacy. Additionally, the lack of relationship between experience and the imposter phenomenon suggested that imposter feelings persist beyond the early levels of trainees’ development. The imposter phenomenon, however, moderated the relationships between two experience variables, months in practicum and number of counseling hours, and counseling self-efficacy. The results did not reveal a mediating effect of the imposter phenomenon on the relationship between experience and counseling self-efficacy. Supplementary analysis using a MIMIC model indicated no significant relationship between gender and imposter feelings. Strengths, limitations, directions for future research, and implications for practice and training counselors and counseling psychologists were presented. / Department of Counseling Psychology and Guidance Services

Companies, also financial institutions, realign, redesign, restructure and downsize on an ongoing basis, increasing tension in employees to survive in the work environment. Besides coping with the impact of recessions and layoffs, employees also have to cope with increased workloads and the pressures of modem life. Employment is not only a means of financial viability, but also defines individuals' identities. Job loss - or even the threat of it - can be psychologically devastating and may influence the psychological well-being of employees. This may impact their perceived job satisfaction as well. The current trend within organisations is to move towards a model that focuses on strengths, where individuals take charge of their own lives and have effective working conditions where they successfully cope and perform optimally. The objective of this research was to determine the relationship between psychological wellbeing (i.e. self-efficacy, positive and negative affect, and sense of coherence) and job satisfaction of employees in a financial institution. The research method for this article consisted of a brief literature review and an empirical study using a cross-sectional survey design to collect data. An availability sample (N = 117) was taken from employees from different levels in a financial institution. The Minnesota Satisfaction Questionnaire (MSQ), Generalised Self-Efficacy Scale (GSES), Affectometer 2 (AFM), Orientation to Life Questionnaire (OLQ) and a Biographical questionnaire were administered. The statistical analysis was carried out with the help of the SPSS-programme. The statistical methods utilised in the article consisted of descriptive statistics, Cronbach alpha coefficients, Pearson product-moment correlation coefficients, Regression analysis and Manovas. The results showed acceptable internal consistencies for all the constructs. Product-moment correlation coefficients showed significant positive correlations between self-efficacy, positive affect, sense of coherence and job satisfaction and significantly negative correlations between negative affect, self-efficacy, positive affect and sense of coherence. Self-efficacy, positive and negative affect, and sense of coherence predicted 19% of the variance in job satisfaction with sense of coherence the only significant predictor of Job Satisfaction. No differences in terms of biographical characteristics in the experience of self-efficacy, positive affect, negative affect, sense of coherence and job satisfaction could be found. Recommendations for future research were made. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

Syfte: Syftet med studien var att undersöka beachvolleybollspelares upplevelse i samband med axelskada och vad som kan påverka tillbakagången till beachvolleyboll efter en axelskada. Design: En kvalitativ ansats har använts där djupintervjuer ligger till grund för studien. Urval: Fem medverkande som spelar eller har spelat beachvolleyboll på elitnivå deltog i studien. Samtliga har drabbats av axelskada där skadan hindrat dem från att träna/tävla på tilltänk nivå under minst 28 dagar. Resultat: Fynden av denna studie indikerar att den egna drivkraften hos individen, tillsammans med en tydlig målsättning och stöd från omgivningen är tre orsaker som bidrar till att öka chanserna att komma tillbaka till beachvolleyboll efter axelskada. Några av de medverkande tyckte att det var mentalt starkare och även tekniskt bättre efter rehabiliteringen.

The purpose of this qualitative study was to explore students’ perceptions and experiences of feeling confident in some clinical areas and not in others and to explore how clinical teachers may increase students’ feelings of self-efficacy during clinical practice. Using Bandura’s (1997) theory of Self-efficacy as a framework three major themes and several subthemes emerged from the data as important influences to student learning. Clinical Education facilitator (CEF) was the term used in this study for clinical teacher (CT)and was considered by students to be the most important influence to clinical learning.The CEF was the most developed theme followed by the theme of the environment and the theme of the student. The findings of this research were found to be consistent with the literature related to self-efficacy and student learning in the clinical setting. Implications for nursing education and recommendations for further research were discussed.

College serves as a venue for development, where one aim is to produce autonomous students. In this process of developing towards autonomy difficulty and challenges occurs, and thus some students choose to seek counselling. Based on this it has been desirable to gain a deeper understanding of how college students experience this process. Hence, the research question of this thesis is: How do college students who seek counselling experience their development towards autonomy? This thesis is conducted by using Q methodology. 14 college students who have been to counselling participated in this research. Based on the research question the participants sorted 36 statements in accordance with their recognition of themselves in them, from least like me to most like me. The statements were produced with the help of Fisher’s balanced block design. The research design includes theory about self-efficacy, self-awareness in a developmental perspective, and the counselling relation. Based on an analysis of the participants’ Q sorts, a four-factor solution appeared. The factors represent different viewpoints existing among the college students who seek counselling, related to the development towards autonomy. These were further interpreted and given names. Factor 1: Others make me feel strong, but I do not do what is required to succeed. Factor 2: All the expectations make me lack a feeling of control. Factor 3: I take responsibility for personal development, but not necessarily in school. Factor 4: Although I work hard I need others to believe in me. The factors were discussed in relation to theory. What emerged was an understanding that the factors represent different points along the journey towards autonomy. At the same time, all of the students also have a tendency to prevent themselves from full potential of development. An increased self-awareness is believed to be necessary to overcome this, which can be attained with the help of counselling.

The goal of this study was to investigate self-efficacy and goal choice among acting-out adolescents in comparison to nonacting-out adolescents. One hundred and sixteen adolescents between the ages of 13 and 16 participated. The adolescents were categorized as either acting-out or nonacting-out on the basis of their score on the Child Behavior Checklist-Teacher's Report Form (Achenbach & Edelbrock, 1986), as well as on corroborated reports made by school administrators. Fifty-eight acting-out and 58 nonacting-out adolescents completed a questionnaire packet containing measures of self-efficacy, locus of control, self-mage, and goal choice. In addition, each adolescent was interviewed and administered a brief intelligence measure. With all demographic variables covaried, the primary findings of the study were that acting-out as compared to nonacting-out adolescents experienced more incidents of failure, displayed lower general self-efficacy scores, greater external loci of control, and chose goals that were vague or less specific. The negative experiences associated with behavioral problems, such as academic failure, apparently lower adolescents' self-beliefs and abilities to specify their goals. Despite their experiential differences, however, acting-out and nonacting-out adolescents displayed similar levels of social self-efficacy, real self-image, and ideal self-image, as well as similar goal setting abilities in areas other than goal specificity. All adolescents chose a comparable number of goals, as well as comparable levels of goal difficulty, goal commitment, and procedural knowledge. The stage of adolescence with its many changes, demands, and uncertainties apparently leaves most youths with comparable self-images and goal setting abilities, regardless of whether or not they have negative experiences of social and academic failure.