Clinical self-efficacy, or the confidence that nursing students have in their ability to successfully perform nursing clinical skills, is imperative for the safe and effective practice of nursing. A gap in knowledge exists about the change in clinical self-efficacy as baccalaureate nursing (BSN) students move through a nursing program, in which they learn and practice clinical skills in laboratory and clinical settings. Guided by Bandura's social cognitive theory, the purpose of this quantitative study was to determine the relationship between clinical experience within a nursing program and the reported clinical self-efficacy of BSN students in the sophomore, junior, and senior years. One hundred ten BSN students (29 sophomores, 39 juniors, and 42 seniors) were recruited from 2 universities in the Central United States to answer the Clinical Skills Self-Efficacy Scale survey, which assessed 9 clinical nursing skills. Data were analyzed using a one-way MANOVA, which revealed statistical significance. Post hoc analysis using the Tukey HSD indicated statistically significant differences between sophomore- and junior-level students on intramuscular and insulin injections, intravenous therapy start, intravenous piggyback administration, and percutaneous endoscopic gastrostomy tube feeding. Noting this relationship, nurse educators can evaluate clinical curriculum to ensure that instructional methods and opportunities to practice clinical skills are sufficient to foster the development of clinical self-efficacy. Preparing nurses with higher self-efficacy promotes positive social change because a more confident nurse with higher self-efficacy provides a higher quality of care. Future research should focus on conducting a longitudinal study to note the progression of self-efficacy in students as they progress through the nursing curriculum.

School psychologists have unique advisory, consultative, interventional, and therapeutic leadership functions within schools. Consequently, they are confronted with increased levels of occupational stress, which test their cognitive appraisal, coping mechanisms, and feelings of self-efficacy. Although studies have included school psychologists, none have examined the moderating effect of psychological hardiness on the relationship between occupational stress and self-efficacy. A cross-sectional, nonexperimental, and quantitative design used convenience, single-stage, and self-administered web-based surveys with 112 Georgia school psychologists. Using a framework structured by the theory of psychological hardiness, self-efficacy theory, and transactional model of stress and coping, sequential multiple linear regression revealed that occupational stress was not related to self-efficacy, psychological hardiness was related to self-efficacy, and psychological hardiness moderated the relationship between occupational stress and self-efficacy. Noting levels of increasing stress for American educators, these findings underscore the importance that school psychologists incorporate self-care techniques into their practice to maintain efficacious service. Future research might investigate other psychological constructs, which affect school psychologists' perceptions of occupational stress, psychological hardiness, and self-efficacy. Given school psychologists' important functions and responsibilities within communities and schools, the study endorsed positive social change with explication of the multidimensional influence of psychological health as a means to ensure the well-being of children, families, and schoolhouse personnel.

There is limited data about the positive application of self-efficacy and the practice of transparency for individuals in recovery to achieve long-term recovery from substance addiction and criminal recidivism. The purpose of this qualitative phenomenological study was to gain more insight and knowledge about how the application of self-efficacy and the practice of transparency help individuals in recovery achieve long-term recovery from substance addiction and criminal recidivism for two or more years. The conceptual framework used to guide this study was Albert Bandura's self-efficacy theory. This study is significant because it explains that long-term recovery is not an easy task to achieve, and many individuals who have a history of addiction and criminal behavior find it extremely difficult to achieve long-term recovery. A qualitative phenomenological approach was used for this study. This study employed a chain sample, using a semi-structured interview guide composed of open-ended questions. Five individuals agreed to the study and reported applying and practicing self-efficacy and transparency to achieve long-term recovery. The study analyzed and coded data to identify categories and themes. The findings reveled the importance of the use of self-efficacy and transparency in achieving long-term recovery from substances and decreasing recidivism. Themes identified was the ability to live day-to-day, breaking the cycle of addiction and recidivism, believing they are worth recovery (a better life), and sharing their story (transparency). This study may stimulate positive social change with the application of self-efficacy, as people struggling with addiction and recidivism may learn the importance of being transparent during the recovery process.

Bakgrund: Årligen insjuknar cirka 28 000 svenskar i akut hjärtinfarkt som är den vanligaste hjärt- och kärlrelaterade dödsorsaken. Efter hjärtinfarkt behöver individen vara delaktig i sin behandling för högre följsamhet till hjärtrehabilitering enligt hjärtsjukvårdens rekommendationer. Ökad self-efficacy kan leda till positiva hälsobeteenden när det gäller träning och vardagsaktiviteter. Det finns en skattningsskala för hjärtrelaterad tilltro till egen förmåga för att tolka symptom och funktion, validerad på svenska för patienter efter akut koronarsyndrom och hjärtinfarkt. Syfte: Att undersöka hur fysioterapeuter upplever användandet av skattningsskalan för hjärtrelaterad tilltro till egen förmåga att upprätthålla funktion, kontrollera symptom och sjukdom efter hjärtinfarkt hos patienter som deltar i fysioterapeutledd hjärtrehabilitering. Metod: Studien var en kvalitativ intervjustudie med åtta fysioterapeuter inom hjärtrehabilitering i Mellansverige. Intervjumaterialet analyserades med kvalitativ innehållsanalys. Resultat: Enligt informanterna fungerade skattningsskalan som ett diagnosanpassat screeningsinstrument, kliniskt tillämpningsbar genom att skräddarsy hjärtrehabiliteringen för varje patient. Skattningsskalan bidrog till ett multidisciplinärt teamarbete enligt informanterna som upplevde att skattningsskalan fyller en kunskapslucka kring att vara fysiskt-, socialt-, och sexuellt aktiv efter hjärtinfarkt. Slutsatser: Skattningsskalan ansågs implementeringsbar då den grundar sig på self-efficacy som informanterna upplevde som ett relevant och tidsaktuellt begrepp att jobba med inom hjärtrehabilitering.

Agnew's (1992) general strain theory (GST) provides a framework for understanding individual and social factors that influence juvenile delinquency. Given the breadth of ideas encompassed by GST, tests typically focus on particular elements rather than testing the theory as a whole. Studies have provided a great deal of support for many of the core tenets of GST (e.g., Agnew and White 1992), while failing to produce conclusive support for others (e.g., Paternoster and Mazerolle 1994). Specifically, Agnew (1992) argues that the relationship between strain and delinquency is conditional, although research regarding what factors and through what mechanisms these factors shape the relationship is not conclusive. This project studies particular forms of strain -- noxious peer relationships and bullying victimization -- as well as tests the conditioning effects of self-efficacy within the strain-delinquency relationship. Self-efficacy is defined as one's personal evaluation of their ability to produce desired outcomes in a given situation (Bandura 1987, 1997). Agnew (1992) suggests self-efficacy is a coping resource that will condition the relationship between strain and delinquency. It is hypothesized that variations in self-efficacy will translate to differences in selected methods for coping and engagement in conventional coping adaptations to strain. I test the relationship between various forms of strain, self-efficacy and delinquency using two distinct data sets and methodologies. Findings from cross-sectional and longitudinal analyses indicate noxious peer relationships and bullying victimization are both positively related to delinquency. The theoretical implications surrounding the importance of self-efficacy as a coping resource, which promote conventional cognitive coping, are highlighted. But, indirect tests suggest this idea is not supported. In this research, self-efficacy does not moderate the relationship between strain and delinquency in the expected manner. Across methods and measures, strain and self-efficacy influence delinquency independent of each other. The dissertation concludes with a discussion of future research possibilities and policy implications.

Although there are ample studies confirming that memory self-efficacy (MSE) declines with age, less is known about what factors account for the variation in MSE among older adults. The purpose of this study was to examine the relationship between MSE, diagnostic and clinical characteristics, and subsequent episodic memory performance in older adults. A nonprobability sample of 200 cognitively normal and older adults with mild cognitive impairment (MCI) participating in a longitudinal population-based study investigating the incidence, prevalence and risk factors for MCI completed a questionnaire about self-referent beliefs of MSE. Bandura's (1989) selfefficacy theory and the Integration Model (Whittemore, 2005) informed the descriptive study. Pearson product-moment correlations, a general linear model and a multiple linear regression analysis were conducted. The difference in MSE ratings between the cognitively normal group and the MCI group tested as a whole was significant when adjusting for age, gender and educational attainment (p < .001; ES= 0.585). The overall regression model explained 17 % of the variance of MSE (p < .001) and included age, gender, educational attainment, APOE 4 genotype, family history of dementia, cognitive diagnosis and depressive symptoms. After controlling for age and the other variables of interest, cognitive classification and depression were significant predictors of MSE. Higher MSE ratings were correlated with better episodic memory performance for both groups (r = .273, p < .001). Memory training that capitalizes on the benefits accruing from higher MSE is needed for cognitively normal older adults and older adults with MCI.

As college classrooms increase in size, the challenge of keeping students engaged in the course becomes a greater challenge. Instructors are burdened with the task of managing larger classrooms while maintaining high levels of student participation. Research has shown that students tend to hide and are less likely to participate in larger classrooms. Research has also shown that student participation is affected by fear of judgment from their peers and the instructor. However it is unclear whether this fear is tied to students’ perceived ability or self-efficacy. In addition, it may be that students’ perception of the instructor may affect their class participation. The present study attempted to disentangle how these factors work together to influence student engagement in the classroom. The present study was conducted over the fall 2013 semester. Two hundred forty four students were recruited from three introductory psychology courses. At the beginning of the semester, students were asked to report their perception of their academic ability (academic self-efficacy; ASE) and demographic information. During the last week of instruction, students were asked to self-report their ASE, level of course engagement, and perceptions of the instructors teaching self-efficacy (PIE). After grades were posted, the final grades for each student were collected. Three predictions were explored: (a) changes in ASE would predict students’ course grade, (b) the relationship between student ASE and student grades would be mediated or moderated by student engagement, and (c) PIE would moderate the relationship between students’ ASE and student engagement. Two of the predictions were supported. Changes in ASE did predict students’ course grades such that increases in ASE predicted increases in grades as well. Student engagement partially explained the relationship between ASE and grades. Closer examination showed that performance (wanting good grades in the course) accounted for the relationship between ASE and course grades. The final prediction could not be evaluated because PIE was not related to ASE. However results show that PIE does significantly impact student engagement in the course. This adds to previous literature and shows that perceptions of an instructor’s teaching self-efficacy can influence how students engage in the course. These results also align with previous research that has shown that students with higher sense of ASE and course engagement have better academic outcomes.

The purpose of this study was to examine the effects of increased self-efficacy on three separate jump tests. Forty-seven students (18 females & 29 males) from Utah State University were randomly assigned to a treatment or control group. Participants performed a vertical jump test, a standing broad jump test, and a 30-s Bosco test on three separate days over a span of 1 week. The treatment group (n = 24) were given false, positive feedback about their performance while the control group (n = 23) were told their true results. Self-efficacy was measured pre and post using the Physical Self-Efficacy scale (PSE) and was found to increase more for the treatment group than the control group. A 3 x 2 ANOVA showed a significant improvement for the Bosco test but no significance for the other two tests, suggesting that self-efficacy has an effect on power endurance but not explosive power.

BakgrundDen fysiska aktivitetsnivån sänks för många i samband med graviditet och kan vara kvarstående en längre tid efter förlossning. Det finns begränsad kunskap om vilka faktorer som stärker self-efficacy (S-E) att utföra träning, underlättande och hindrande faktorer för initiering eller återupptagande av fysisk aktivitet och träning efter förlossning. SyfteSyftet var att undersöka upplevelser efter deltagande i gruppträning på en vårdcentral hos kvinnor med kvarstående besvär efter förlossning, S-E till fortsatt träning på egen hand samt hindrande och underlättande faktorer för träning. Design och metod  En kvalitativ deskriptiv design användes och fem semistrukturerade intervjuer genomfördes. Vid databearbetning användes en kvalitativ innehållsanalys. ResultatResultatet beskriver betydelsen av ledarledd gruppträning och dess innehåll, S-E till- och underlättande samt hindrande faktorer för träning på egen hand, individuella strategier för träning, betydelsen av att ha drivkraft och omgivningsfaktorer som påverkar träningen. KonklusionInformanterna beskrev positiva aspekter gällande ledarledd gruppträning med andra mödrar. Fler träningstillfällen och ytterligare vägledning beskrevs kunna stärka S-E för träning på egen hand. Olika underlättande och hindrande faktorer påverkade om kvinnorna tränade på egen hand eller inte. Denna information kan vara till nytta för fysioterapeuter och barnmorskor för att främja fysisk aktivitet och träning efter förlossning. / BackgroundThe physical activity level decreases among many women during pregnancy and this decline may remain a long period of time postpartum. There is limited knowledge about the factors, such as self-efficacy (S-E) and barriers for exercise, influencing physical activity postpartum. ObjectivesThe aim of this study was to investigate how women with postpartum complications experienced group training in primary healthcare. The purpose was also to analyze their S-E for self-managed exercise and facilitating factors and barriers for exercise. Design and methodA qualitative descriptive study design was used. Five semi-structured interviews were conducted and analyzed with qualitative content analysis. ResultsThe informants described the impact of supervised group training and how self-efficacy and different factors, influenced self-managed exercise. They described individual exercise strategies, the importance of motivation and environmental factors affecting the exercise.   ConclusionDifferent positive aspects emerged regarding supervised exercise and exercise in a group with other mothers. To enhance S-E in individual exercise additional supervised exercise and further guidance were highlighted.Different facilitating factors and barriers for exercise affected whether or not the informants exercised on their own. This information can be of use for physiotherapists and midwives to promote physical activity and exercise postpartum.

The difference in financial literacy among business owners may affect how financial decisions are made, especially when comparing between women and men. Using role congruity theory as the theoretical framework, the objective of this study is to examine how financial literacy, composed of financial knowledge and financial confidence, differs in influence in the decision-making process of financial decisions between self-employed women and self-employed men. Based on data from the 2014 Canadian Financial Capability Survey (CFCS), results show that self-employed women and self-employed men have equivalent financial knowledge. In addition, while self-employed women have less financial confidence than self-employed men, self-employed men are more overconfident than self-employed women, both groups are, in general equally likely to make risky (bad) decisions. This suggests that financial confidence plays an important role as financial knowledge does in the decision-making process.