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 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.

Today, the problem of piracy is a major concern for governments, academia and software industry as it has become a prevailing phenomenon. While much effort has been devoted to identify the factors that cause software piracy, most studies focus primarily on if social sanctioning mechanisms can be effective in deterring piracy. In this thesis, the research focus differs in that it emphasizes the role of self-sanction to safeguard copyright. Based on Bandura¡¦s Social Cognitive Theory, the determinants of effective self-sanction against piracy are presupposed to be enactive mastering and vicarious observation. We therefore hypothesize that well being resulted from previous software creativity experience as well as moral obligation should positively correlate with creative self-efficacy and ethical self-efficacy concerning software piracy. The results show that creative experience indeed significantly predicts both creative and ethical self-efficacy, and four constructs (i.e., creative experience, creative self-efficacy, moral obligation, and subjectively perceived critical mass) have significantly positive influence on ethical self-efficacy. Moreover, the results show that, within creative experience, the ¡§relationship development¡¨ dimension has significantly positive influence on ethical self-efficacy concerning software piracy, while the ¡§self-acceptance¡¨ dimension exerts significantly negative influence.

Thesis (Ph. D.)--University of Missouri--Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 57-60). Also available on the Internet.

Bakgrund: Kvinnor rekommenderas av Världshälsoorganisationen att amma exklusivt i sex månader och delvis i två år eller längre. Studier visar att amning har hälsofrämjande effekter på både modern och barnet. Trots detta är amningsförekomsten en sjunkande trend i Sverige. Råd och stöd av sjuksköterskor har betydelse för amningsförekomsten. Studier visar att mödrar som har hög self-efficacy till sin förmåga att amma, ammar i högre utsträckning. Syfte: Att undersöka om en intervention i form av evidensbaserad amningsinformation kan öka mödrars self-efficacy kring amning samt om förekomsten av exklusiv amning ökade när barnet var fyra veckor gammalt. Metod: Studien genomfördes med kvantitativ ansats och var baserad på en kvasiexperimentell före- och efter design med en kontrollgrupp (n=23) och en interventionsgrupp (n=27). Ett konsekutivt urval användes för att rekrytera förstföderskor. Interventionen bestod av en evidensbaserad amningsbroschyr samt strukturerad muntlig information med hjälp av ett blädderblock som gavs på BB. Mätning av self-efficacy genomfördes med hjälp av Breastfeeding Self-Efficacy Score-Short Form på BB samt när barnet var fyra veckor gammalt. Resultat: De mödrar som ammade exklusivt när barnet var fyra veckor gammalt hade högre self-efficacy till skillnad från de mödrar som ammade delvis. Skattningen av self-efficacy ökade inom båda grupperna från första till andra mättillfället. Interventionsgruppen skattade sig ha högre self-efficacy än mödrar i kontrollgruppen. Slutsats: Att mäta self-efficacy på BB kan indikera hur amningsförekomsten kommer att föreligga. Interventionen påverkade mödrarnas self-efficacy och förekomsten av exklusiv amning när barnet var fyra veckor. / Background: Women are recommended by the World Health Organization to breastfeed exclusively for six months and partially for two years or beyond. Studies show that breastfeeding has health benefits for both mother and infant. Despite this, the breastfeeding prevalence is declining in Sweden. Advice and support from nurses are important for the breastfeeding prevalence. Studies show that having high self-efficacy in relation to breastfeeding is associated with high prevalence of breastfeeding. Aim: To investigate whether an intervention in the form of evidence-based breastfeeding information can increase maternal self-efficacy in relation to breastfeeding and whether this increased the prevalence of exclusive breastfeeding when the infant was four weeks old. Method: The study was conducted with a quantitative approach and was based on a quasiexperimental before-and-after design with a control group (n=23) and an intervention group (n=27). A consecutive sample was used for the recruitment of mothers, all primiparous. The intervention consisted of an evidence-based breastfeeding brochure and structured verbal information using a flipchart that was given at the postnatal ward. Maternal breastfeeding self-efficacy was measured at the postnatal ward on BB and when the infant was four weeks old using the Breastfeeding Self-Efficacy Score-Short From. Result: Mothers who breastfed exclusively when the baby was four weeks old had higher selfefficacy compared to mothers who breastfed partially. Self-efficacy increased in both groups from the first to the second measurement. The intervention group had higher breastfeeding self-efficacy than mothers in the control group. Conclusion: Measuring maternal breastfeeding of self-efficacy at the postnatal ward can indicate future breastfeeding prevalence. The intervention had an impact on mothers' breastfeeding self-efficacy and the prevalence of exclusive breastfeeding when the baby was four weeks old.

Syftet med denna studie var att undersöka högstadieelevers upplevelser av ett hälsoprojekt. En högstadieklass i Uppsala län har under våren deltagit i ett pilotprojekt i syfte att utveckla metoder för fortsatta hälsofrämjande projekt samt på sikt förbättra ungdomarnas hälsa gällande ökad fysisk aktivitet, bättre kost- och sömnvanor samt en bättre sammanhållning i klassen. 19 av klassens 22 elever tackade ja till att delta i studien. Den kvalitativa metoden som använts för datainsamling är fokusgruppintervjuer. Eleverna fick tillsammans diskutera sina upplevelser, tankar och känslor kring hälsoprojektet och insatserna samt huruvida de har upplevt sin egen påverkan av projektets innehåll. Genom innehållsanalys plockades nio teman ut som senare bildade fyra kategorier. Kunskapsöverföring, samarbete och sammanhållning, klassens upplevelse av identitet, påverkan och delaktighet. Resultatet visade att majoriteten av eleverna inte upplevde att de fått märkbart ökad kunskap om hälsa, då många menade att informationens innehåll var sådant de visste sedan tidigare. Däremot menar de flesta att de upplevt en förändring inom klassen gällande samarbete och sammanhållning samt att samarbetsövningar är något de vill använda sig mer utav. En viktig sak som kom fram under intervjuerna var huruvida klassen uppfattade sin identitet och ställning på skolan. En slutsats som går att dra utifrån studiens resultat är att lyckad kunskapsöverföring och beteendeförändring är ytterst beroende av mottagarens tro på sin egen förmåga (self-efficacy) att utföra en förändring samt kopplat till individens intresse av förändring. En annan slutsats är att hälsofrämjande arbete för barn och ungdomar behöver vidareutveckla metoder för att nå goda hälsoresultat för målgruppen. Hälsorelaterade förändringar i tonåren antas vara starkt kopplat till intressen, grupptryck och attityder. / The aim of this study was to investigate high school students' experiences of a health project. A high school class in Uppsala participated in a health project during the spring of 2015. 19 of 22 students agreed to participate in this study and the qualitative method used for data collection was focus group interviews. Students were asked to discuss their experiences, thoughts and feelings about the health project and whether they have experienced their own influence on the content of the project. Using content analysis nine themes were found that formed four categories. Knowledge, cooperation and cohesion, conception of identity, influence and participation. The results showed that the majority of students do not feel they have markedly increased health knowledge. In contrast, the main results of the project seemed to consist of improved cooperation and shared stance in the class. The students expressed their need for further work of cooperation, in the form of collaborative exercises. One important thing that came up during the interviews was whether the class understood their identity and status of the school. Students' perception as to why their class was selected for the project was based on the class's bad reputation in the school and among teachers.

Possible selves represent how people think about their potential and about their future states (Markus & Nurius, 1986). To explore the cognitive processes involved in the decision to exercise, the possible selves (hoped-for and feared) of 93 undergraduate women at the University of Texas at Austin were examined, as were two self-efficacy constructs – scheduling and barrier self-efficacy. Most important hoped-for and feared possible selves related to exercise were categorized and analyzed. Physical and Health categories, followed by Personal and Spiritual, Occupation and Education, and Body Image were most commonly listed for hoped-for selves, while categories of Body Image, Health, and Personal and Spiritual, were most commonly cited for most important feared possible selves. Participants rated the importance, self-efficacy and outcome expectancy of their most important hoped-for and feared selves highly. Participants also felt highly efficacious in overcoming scheduling and barrier obstacles with regard to exercise. Comparisons were made across exercise levels, differentiating between those meeting or not meeting the recommended level of physical activity (Godin, 2011). Multiple logistic regression analyses, controlling for age, were used to test for significant relationships between motivational variables and exercise. Steps taken to achieve the most important possible self (odds ratio [OR] = 1.88, 95% CI = 1.21 – 2.92), steps taken to avoid the most important feared self (OR = 1.58, 95% CI = 1.04 – 2.40), scheduling self-efficacy (OR = 1.58, 95% CI = 1.18 – 2.10), and barrier self-efficacy (OR = 1.58, 95% CI = 1.04 – 2.40) were related to meeting the recommended level of physical activity, compared to not meeting the recommended level. These cross-sectional results suggest that the incorporation of college women’s possible selves and other motivational factors into interventions to increase women’s physical activity may be a promising area for future research. / text

Psykisk ohälsa blir allt vanligare bland svenskar och ökar i synnerhet hos yngre vuxna – men hur kommer det sig att majoriteten fortfarande är friska? Syftet med denna studie var att kartlägga nivåerna av upplevd self-efficacy (SE), känsla av sammanhang (KASAM), respektive framtidsoptimism (FO) hos Umeå Universitets psykologprogramstudenter. Studien undersökte även om det fanns några könsrelaterade skillnader i de tre beroendevariablerna, samt jämförde studenternas skattningar med värden från liknande svenska undersökningar. Resultatet visade att studenter i början av programmet skattar lägre nivåer av både SE och KASAM än de som befann sig i mitten, respektive slutet av utbildningen. Det fanns ingen signifikant könsskillnad. Jämförelserna påvisade en signifikant skillnad mellan psykologprogramstudenterna och deltagarna i tidigare studier. Studenterna skattade lägre nivåer på skalorna än åldersblandade urval, vilket troligtvis beror på att skattningarna tenderar att bli högre med stigande ålder och att rollen som student – i synnerhet när den är ny – kan innebära ökad osäkerhet och påfrestningar. / Mental health problems are becoming more common in the Swedish population, particularly among young adults - but how come the majority is still healthy? The purpose of this study was to map out the levels of perceived self-efficacy (SE), sense of coherence (SOC), and future oriented optimism (FO) of the students studying the psychologist program at Umeå University. The study also examined gender differences, and compared the students' estimates with values from similar Swedish studies. The results showed that students in the beginning of the program estimated lower levels of both SE and SOC than those who found themselves in the middle, and the end. There were no significant gender differences. The comparisons showed a significant difference between the psychologist students and participants in the other studies. The students estimated lower levels than did people with mixed ages, which is probably due to phenomenon that the estimates tend to rise with increasing age. Also, the role of being a student - especially when it is new - may involve increased levels of insecurity and stress.