No description available.

No description available.

What a counselor-in-training believes about his or her ability directly impacts his/her persistence and ability to perform a task successfully. Evidence shows a link between academic factors and counselor self-efficacy with trainees who perform better academically being more confident in their ability to counsel. In addition, there is a strong probability that part of a trainee‟s belief system and subsequent behavior choices are connected with his or her total wellness. Having a higher self-efficacy can improve counselor competence and give insight into the gatekeeping process. Because there is limited research to address academic factors and total wellness of counseling self-efficacy (CSE) of counselors-in-training (CIT), this study concentrates on the gap in the educational and counseling literature. This research documents the extent to which these variables can contribute to the prediction of CSE of CIT. Specifically, academic factors, wellness and CSE of CIT were assessed across randomly selected CACREP accredited master‟s-level counseling programs. Liaisons were contacted, provided a description of the study, and invited to ask any questions related to their students‟ involvement in the study. Those who agreed to allow participation in their program were asked to forward an email introducing the study and requesting participation to counseling practicum and internship students at their institution. In the email, potential participants were provided with directions for accessing and completing the survey, contact information for the researcher, and approximate deadline for completion. Each participant was asked to complete a consent form, a demographic questionnaire, the 5F-Wel, and the Counselor Activity Self Efficacy Scale. There were 2 hypotheses considered in this study. First, a significant relationship will exist between academic factors and the CSE of CIT. This hypothesis was not supported. A significant relationship will exist between the total wellness score and the CSE of CIT. Regression analysis revealed that the complete model including all 5 predictor variables did not significantly predict CSE of CIT. This model accounted for only 6 % of the variance of CSE of CIT. Thus, this hypothesis was not supported. These findings indicate the need for additional research to examine which factors contribute to the CSE of CIT.

No description available.

No description available.

Self-efficacy beliefs are evaluations people make about their capability to handle specific, future challenges. Self-efficacy belief levels predict actual success. Public school principals face ever-changing challenges. Understanding school principal self-efficacy beliefs and supporting the development of these beliefs is one way supervisors can help the future effectiveness of school principals. There are four main sources of information used to develop self-efficacy beliefs. These four sources of information are: mastery learning, vicarious learning, verbal persuasion, and emotional arousal. This multiple case study research examined the factors that influenced self-efficacy beliefs of elementary school principals prior to facing a personally meaningful challenge. The overall research question was: What Factors Attend to the Domains of Self-Efficacy Belief Formation in School Principals? The purpose of the research was to understand what information influenced the mindsets of principals as they formed their initial self-efficacy beliefs prior to facing a personally meaningful challenge. / Ed. D.

The purpose of the present study was to replicate Cervone's (2004) study, specifically for a work context. By focusing on the context of work, I believe that a "situationally-sensitive" nomothetic measure of personality for predicting job performance can be developed. My findings indicate that participants were able to identify self-relevant attributes in the context of work and then rate the relevance of each self-relevant attribute to work situations, such that the scores of the self-efficacy items related to those situations rated as relevant correspond with the self-relevant characteristics that were originally identified. Also, the data suggest that while there are several instances of idiosyncrasy in self-perception, there are also many commonalities in both the characteristics believed to be self-relevant and the situations to which those characteristics are relevant. This finding opens up the possibility of using an alternative strategy to develop a nomothetic measure of personality based on idiographic methods. / Master of Science

The perception of self-efficacy is a central cognitive construct in explaining motivation. Assigned goals are established in the literature as affecting self-efficacy, but only a few researchers investigated their effects in complex tasks. One stream of research revealed the positive effects of easy goals on performance in a complex task without regard to self-efficacy perceptions. In the present study, the focus was on the effects of assigned, easy goals on self-efficacy and personal goals in complex task performance. It was expected that easy goals would be superior to moderate or impossible goals because the complexity and uncertainty of the task distorts subjects' perceptions of goal difficulty.

En kvalitativ studie genomfördes med intervjuer av 12 respondenter, varav sex nuvarande och sex utexaminerade studenter på en PA-utbildning. Syftet med denna studie var att undersöka nuvarande och utexaminerade PA-studenters upplevelse av sin egen förmåga att hantera olika arbetsrelaterade uppgifter. Detta gjordes med hjälp av teorierna Work Selfefficayoch Self-efficacy. Man undersökte också om det har skett någon förändring sedanrespondenterna påbörjade sina studier eller arbeten. Med hjälp av Work self-efficacyinventorys (WS-Ei) förbestämda skalor undersöktes en rad olika upplevelser av temansåsom effektiv inlärning, arbetsuppgifter, problemlösning, stress/tidpress, team/grupp,rolluppfyllning, mål/resultat och regler/företagskultur. Ur empirin växte det sedan fram kategorier såsom arbetslivserfarenhet, utbildning, självkännedom, personlighet ochstöd/feedback. Dessa kategorier ansågs vara avgörande för nuvarande och utexamineradestudenters upplevelser av sin WSE. De var även samma kategorier som ansågs vara orsakentill varför respondenterna upplevde en förändring sedan de börjat studera/arbeta. / Program: Organisations- och personalutvecklare i samhället

Syftet med föreliggande studie var att kartlägga källor till self-efficacy hos individuella idrottare med hjälp av self-efficacy teorin och pyramid för prestation. Följande frågeställningar har besvarats: (A) vilka källor använder individuella idrottare vid hög self-efficacy (B) Vilka källor använder individuella idrottare vid låg self-efficacy? och (C) Vilken är relationen mellan self-efficacy och prestation? Tio semistrukturerande intervjuer genomfördes på tio individuella idrottare (5 manliga och 5 kvinnliga) i ålder 18-27 år. Resultaten visade att tidigare erfarenheter var den största källan till ökat self-efficacy. Uttryck som "tränat bra innan" och "bra förberedelse" använder intervjupersonerna för att beskriva denna källa. "Prestationsångest" och "press på mig själv" utryckdes bland intervjupersonerna i det känslomässiga tillståndet som var den största källan vid lågt self-efficacy. I sambandet mellan self-efficacy och prestation kan ett mönster presenteras, högt self-efficacy ger framgångsrik prestation och lågt self-efficacy ger misslyckad prestation. / The purpose of this study was to examine the sources to self-efficacy among individual sportathletes based on self-efficacy theory and the high performance pyramid.  The objectives were to examine: (A) sources individual sportathletes uses in high self-efficacy (B) sources of individual athletes in low self-efficacy (C)  the relationship between self-efficacy and performance. Ten semi-structured interviews were conducted with ten individual athletes (five men and five women) in age 18 - 27. The results showed that past experience was the major source of high self-efficacy with expressions such as "trained well before" and "good preparation" used the most by the participants. "Performance anxiety" and "external pressure” were the largest source of low self-efficacy. Examining the relationship between self-efficacy and performance revealed two pattern, high self-efficacy in 90 % cases is associated with successful performance and low self-efficacy in 80% cases is associated with poor performance.