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.

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2005. / Spreadsheet programs are widely used in business and government. Unfortunately, there is strong evidence that many spreadsheets contain errors. In spite of the importance of spreadsheets in decision-making, studies have shown consistently that end-user spreadsheet developers rarely test their models thoroughly after development in the manner that professional programmers test software. One contributing factor to both error rates and the lack of post development testing may be that spreadsheet developers are overconfident in the correctness of their spreadsheets. Overconfidence is a widespread human tendency, and it has been demonstrated among spreadsheet developers. When people are overconfident, their "stopping rules" for error detection during and after development may be premature, causing them to stop checking before they should. This may contribute to the number of errors. At the same time, a research construct that appears to be closely related is self-efficacy, which has been shown that high self-efficacy is positively related to computer task performance, including spreadsheet performance (although not specifically to error reduction performance). The findings from this research concluded that people with high self-efficacy and high confidence make fewer errors than those with low self-efficacy and high confidence. Also, a "think-aloud" protocol analysis of a subset of subjects observed a lack of system design and analysis effort and a minimal amount of testing during the development of spreadsheet tasks. / Includes bibliographical references (leaves 96-103). / Electronic reproduction. / Also available by subscription via World Wide Web / ix, 135 leaves, bound .ill 29 cm

Thesis (M.S.)--Ohio University, June, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in counseling psychology." Advisors: Johanna E. Nilsson and Tamera B. Murdock. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Jan. 24, 2008. Includes bibliographical references (leaves 176-186). Online version of the print edition.

Thesis (Ph. D.)--University of Nevada, Reno, 2006. / "December 2006." Includes bibliographical references (leaves 102-108). Online version available on the World Wide Web.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Title from first page of PDF file (viewed Oct. 31, 2007). Includes bibliographical references (p. 127-134).

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Apr. 29, 2008). PDF text: ix, 130 p. : ill. ; 560 K. UMI publication number: AAT 3283928. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--Illinois State University, 2007. / Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Adena Meyers (chair), Eileen Fowles, Matthew Hesson-McInnis, Larua Berk, Glen Aylward. Includes bibliographical references (leaves 153-166) and abstract. Also available in print.

Thesis (Bus.Admin.D.)--Nova Southeastern University, 2004. / Includes bibliographical references (leaves 165-186).

Thesis (M.Ed.)--Bowling Green State University, 2008. / Document formatted into pages; contains vii, 124 p. Includes bibliographical references.