Child language brokers frequently translate in adult-level situations. Research has suggested that through translating, brokers may develop advanced language, cognitive, and social skills (De Ment, Buriel, and Villanueva, 2005; McQuillan and Tse, 1995), and these may lead to greater academic achievement and self-efficacy (Buriel, Perez, De Ment, Chavez,and Moran, 1998). Additionally, language brokers have been found to increase in biculturalism as they translate for people of different cultures (Acoach and Webb, 2004; Buriel et al., 1998). Brokers might experience reduced acculturative stress, for which biculturalism has been found to be a protective factor (Bacallao and Smokowski, 2005). Despite its possible benefits, brokering has been associated with negative emotions and behavioral problems for some children (Chao, 2006; Weisskirch and Alva, 2002). The mixed results of language brokering studies may partially be related to the age of participants, with translating appearing to be a more positive experience for older adolescents (Orellana and Reynolds, 2008). The purpose of this study was to test relations among language brokering, academic achievement, academic self-efficacy, social self-efficacy, and acculturative stress. I proposed and tested if language brokering was associated with more positive outcomes. In addition, I tested if older brokers had more positive outcomes than younger brokers. Participants included 207 Latino middle school students, aged 10 to 14 years, who completed self-report surveys. Measures included a background demographics questionnaire and scales for language brokering, academic self-efficacy, social self-efficacy, and acculturative stress. Achievement was measured with grades from school records. Results were non-significant for the relation of language brokering with achievement and social self-efficacy when controlling for other predictor variables. In contrast to expectations, translating for more people was associated with decreased academic self-efficacy and greater acculturative stress. Further analysis revealed that language brokering for parents and grandparents was associated with greater acculturative stress, while translating for other people was not. Although translating was associated with more acculturative stress, and older children reported less acculturative stress, age was not found to moderate the relation of language brokering and acculturative stress. Limitations, implications, and suggestions for future directions in language brokering research and clinical work are presented. / text

Research has shown that self-efficacy is one of the most important personal resources in the work context. However, research on working life has mainly focused on a cognitive and task-oriented dimension of self-efficacy representing employees’ perceptions of their capacity to successfully complete work tasks. Thus, little is known about the influence that believing in one’s social and emotional competence could have. This thesis aims to expand previous theory regarding self-efficacy in the workplace by investigating social, emotional, and cognitive self-efficacy dimensions in relation to leadership, health, and well-being.   The thesis rests on four empirical studies, all related to health and well-being, and including at least one self-efficacy dimension. Study I employed questionnaire data from 169 Swedish high school students. The other three studies were based on questionnaire data obtained during a three-year international health-promoting leadership research project. These participants were employees and leaders from 229 different teams in 12 organizations in Sweden and Germany representing a wide range of occupations. Study I supported the idea that emotional self-efficacy is an important antecedent to prosocial behaviour and also highlighted the value of differentiating between different dimensions of self-efficacy. Study II validated the new work-related Occupational Social and Emotional Self-efficacy Scales; and indicated that these dimensions are positively related to well-being. However, Study III showed that emotional exhaustion in followers crossed over to leaders when the leaders’ emotional self-efficacy was high. Study IV revealed that transformational leadership and social self-efficacy can be positive for team climate. The main theoretical contribution of this thesis is to expand previous theory regarding self-efficacy in the workplace by incorporating social, emotional, and cognitive dimensions. The main practical implication is that the new Occupational Social and Emotional Self-efficacy Scales can be used to promote health and well-being in the workplace through activities such as recruitment, staff development, and team-building. This thesis suggests that (a) training managers to exert transformational leadership behaviours may simultaneously promote team climate, and this process may be mediated by social self-efficacy, (b) it may be counterproductive to enhance leaders’ emotional abilities in a team of exhausted followers, since the result can be an exhausted leader rather than an exhilarated team, (c) interventions aimed at improving health and well-being should be specific to each work setting, and (d) a more holistic approach where the mutual influence between leaders and followers is considered may be beneficial for healthier work environments.

Tyrimo tikslas – nustatyti neįgalių asmenų motyvacijos dirbti, socialinio saviveiksmingumo ir savęs vertinimo sąsajas profesinės reabilitacijos procese. Tyrime dalyvavo 206 tiriamieji. Tyrime dalyvavo 122 moterys ir 84 vyrai. Dalyvavusių tyrime negalią turinčių asmenų amžiaus vidurkis - 41,33 metų. Jauniausias tyrime dalyvavęs asmuo buvo 19 metų, o vyriausias – 64 metų amžiaus. Respondentai buvo neįgalieji, kurie dalyvavo profesinės reabilitacijos procese arba lankė neįgaliųjų dienos užimtumo centrus. Apklausa buvo atliekama Vilniuje, Kaune, Klaipėdoje, Šiauliuose ir Tauragėje. Dalyviai, kurie nedalyvavo profesinės reabilitacijos procese buvo apklausiami tik tuose neįgaliųjų dienos užimtumo centruose, kuriuose buvo teikiama ir profesinės reabilitacijos paslauga žmonėms su negalia. Ieškant tiriamųjų buvo bendradarbiaujama su organizacijomis teikiančiomis profesinės reabilitacijos ir dienos užimtumo paslaugas žmonėms su negalia. Tyrime naudotą anketą sudarė demografiniai klausimai ir trys metodikos. Pirmoji metodika matavo motyvaciją dirbti. Klausimai apie motyvaciją dirbti ir dalyvauti profesinės reabilitacijos procese buvo sudarytas šio darbo autorės ir darbo vadovės, remiantis literatūros analize, išskiriant esminius motyvacijos dirbti aspektus. Antroji matavo savęs vertinimą, kurį matuoti buvo pasirinkta Rozenbergo savęs vertinimo skalė (Rosenberg Self – Esteem Scale). Trečioji skalė matavo saviveiksmingumą, kuriam matuoti buvo pasirinkta M. Sherer, J. E. Maddux, B... [toliau žr. visą tekstą] / The aim of this research was to identify relationships between disabled people motivation to work, social self-efficacy and self- assessment in vocational rehabilitation process. The study involved 206 subjects. The study included 122 women and 84 men. Participated in the study, people with disabilities average age – 41,33 years. The youngest person involved in the study was 19 years old and the oldest - 64 years of age. The respondents were people with disabilities who participated in vocational rehabilitation of persons with disabilities or attended day care centers. The survey was carried out in Vilnius, Kaunas, Klaipėda, Šiauliai and Tauragė. Participants who did not participate in the vocational rehabilitation process has been questioned only in the disabled day care centers, where there were also a vocational rehabilitation service for people with disabilities. Finding subjects was cooperating with organizations that provide vocational rehabilitation services and day care for people with disabilities. The study used questionnaire consisted of demographic questions and three methodological instruments. The first method measured motivation to work. Questions about motivation and participation in vocational rehabilitation was made by the author of this study and scientific adviser, highlighting the key aspects of motivation to work. The second method measured self-evaluation by Rosenberg Self - Esteem Scale. The third scale measured social self – efficacy by M. Sherer , JE... [to full text]

No description available.

No description available.

College enrollment and graduation rates for African Americans remain lower than enrollment and graduation rates for middle and upper-class White students. The lower enrollment and graduation rates have an effect on the number of African American students who pursue the Ph.D. and other research doctorate degrees. In order to increase the number of African Americans and other underrepresented students in the Ph.D. pipeline, the United States Congress passed legislation that created the Ronald E. McNair Postbaccalaureate Achievement Program (McNair Scholars Program) in the mid-1980s. The purpose of the McNair Scholars Program is to prepare college students for doctoral studies and careers in academia through involvement in summer research internships and other scholarly activities. One way in which this program may prepare students is through the development of students' academic, research and social self-efficacy. To date, however little research has been conducted to see if the McNair Scholars Program has an effect on African American students' levels of self-efficacy. The purpose of this study was to compare levels of academic, research and social self-efficacy among African American pre- and post-McNair Scholar participants. Levels of self-efficacy were analyzed by McNair participant status (pre-McNair and post-McNair), gender, college and grade point average. The study employed a national sample of African American pre- and post McNair Scholar Program participants. Data were collected using the Graduate Education Self-Efficacy Scale (GESES), a 57-item instrument designed specifically for this study. Items for the survey were developed utilizing existing literature on academic, research and social self-efficacy. Results revealed significant differences in academic, research and social self-efficacy between African American pre- and post-McNair Scholar Program participants. There were no significant differences by gender on academic, research or social self-efficacy. Neither were significant differences found by college grade level on academic or social self-efficacy. There were, however, significant differences based on college grade level on research self-efficacy. There were also significant interaction effects between gender and college grade level on academic, research and social self-efficacy. The results suggest that participating in the McNair Scholars Program raises levels of academic, research and social self-efficacy among African American college students. / Ph. D.

This study investigated the variance in subjective well-being (SWB) of early adolescents (n = 54) exposed to a positive psychology intervention aimed at increasing positive affect and life satisfaction as well as decreasing negative affect through intentional activities (e.g., gratitude journals, acts of kindness, use of character strengths, optimistic thinking). Understanding how to increase SWB among youth is important because of its associations with positive indicators of psychological and academic functioning. However, prior research is limited regarding interventions targeting SWB in youth and excludes the relation of common factors of therapeutic change. Based on the literature regarding therapeutic change, youth factors (i.e., parent support, social self-efficacy), therapeutic alliance, and participant expectancy for change were investigated to determine possible relation beyond the effects of intervention. Results of simultaneous multiple regression analyses indicate that specific common factors (i.e., expectancy, child-rated alliance, social self-efficacy), but not the SWB intervention, significantly relate to positive affect; further, data trends indicate the probable relation of positive psychology intervention to life satisfaction. Other data trends and indications for future research are discussed.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 29-34).

This thesis is focused on quality of life theme, satisfaction with life topic and social self- efficacy subject, with emphasizing of the acquired brain injury context and specific and unique brain injury consequences. Thesis is based on theoretical fundament of all mentioned concepts, but mainly there are actual quantitative data and results of quality of life, satisfaction with life and social self-efficacy and other-efficacy in the framework of acquired brain injury research sample in Czech Republic. Not only description of quality of different life parts subjective perception, but also search of possible relationships strength between quality of life and social efficacy has been probed. All of these has been used in application of lots of standardized and also new questionnaire and methods. Keywords: acquired brain injury, quality of life, satisfaction with life, social self-efficacy, social other- efficacy

本研究主要目的在探討有戀愛經驗大學生的「成人依附」、「社交能力」、「社會支持」、「寂寞」與「憂鬱」之間的關係。依此目的，本研究先探討不同背景變項的大學生在「逃避依附」、「焦慮依附」、「社交自我效能」、「困擾的自我揭露」、「社會支持」、「寂寞」與「憂鬱」上的差異情形，並以兩個模式探究有戀愛經驗大學生的「成人依附」、「社交能力」、「社會支持」、「寂寞」與「憂鬱」之間的關係。模式一探討「逃避依附、焦慮依附、社交自我效能、困擾的自我揭露、寂寞與憂鬱之關係」；模式二探討「逃避依附、焦慮依附、社交自我效能、困擾的自我揭露、社會支持與憂鬱之關係」。研究採問卷調查法，以台灣十一所大學805位有戀愛經驗的大學生為對象，並以隨機方式將之分為兩組，第一組399人，用來刪題與發展模式；第二組406人，用來驗證模式及探究不同背景變項的受試在各研究變項上的差異。研究工具包括成人依附量表、社交自我效能量表、困擾的自我揭露量表、寂寞量表、社會支持量表和憂鬱量表。資料分析方法為因素分析、信度分析、t考驗、單因子變異數分析及結構方程模式。 本研究以第一組樣本探討初始模式發現，初始模式與觀察資料間適配不理想，故根據修正指標進行修正，修正後的模式與資料適配後，再以第二組樣本驗證模式的穩定性，經驗證模式一及模式二具備相當穩定性，且模式一及模式二都與觀察資料適配，並能有效解釋變項間的關係。 主要研究結果如下： 第一，在背景變項方面：（一）女性受試的「困擾的自我揭露」與「社會支持」顯著高於男性；（二）一年級受試的「焦慮依附」顯著高於三年級及四年級的受試；（三）不在戀愛中受試的「逃避依附」、「焦慮依附」與「寂寞」顯著高於在戀愛中的受試，而在戀愛中受試的「社會支持」顯著高於不在戀愛中的受試；（四）無晤談經驗受試的「逃避依附」顯著高於有晤談經驗的受試，有晤談經驗受試的「寂寞」與「憂鬱」顯著高於無晤談經驗的受試。其他部分則無顯著差異。 第二，在模式方面：（一）逃避依附與焦慮依附會透過社交自我效能而間接影響寂寞，再間接影響憂鬱；（二）逃避依附與焦慮依附會透過社交自我效能而間接影響社會支持，再間接影響憂鬱；（三）逃避依附會透過困擾的自我揭露，間接影響社交自我效能，再透過社交自我效能間接影響寂寞，再間接影響憂鬱；（四）逃避依附會透過困擾的自我揭露，間接影響社交自我效能，再透過社交自我效能間接影響社會支持，再間接影響憂鬱；（五）焦慮依附會直接影響憂鬱；（六）焦慮依附會透過寂寞間接影響憂鬱；（七）焦慮依附對憂鬱的影響效果會大過逃避依附對憂鬱的影響效果；（八）困擾的自我揭露對寂寞不具直接影響力，困擾的自我揭露會透過社交自我效能間接影響寂寞；（九）逃避依附、焦慮依附、困擾的自我揭露對社會支持不具直接影響力，逃避依附、焦慮依附、困擾的自我揭露會透過社交自我效能間接影響社會支持。 最後，根據研究結果，針對個人、學校諮商與輔導實務及未來相關研究提出建議，以供參考。 / The Relationships Among Adult Attachment, Social Competencies, Social Support, Loneliness and Depression of College Students Ching-Ju Lee Abstract The main purpose of this research was to study the relationships among “adult attachment,” “social competencies,” “social support,” “loneliness” and “depression” of the college students who had romance. The researcher first investigated the differences in terms of “attachment avoidance,” “attachment anxiety,” “social self-efficacy,” “distress self-disclosure,” “social support,” “loneliness” and “depression” among the participants who had the different background variables. Also studied were the relationships among “adult attachment,” “social competencies,” “social support,” “loneliness” and “depression” of the college students who had romance by using two models. Model one was used to study “the relationships among attachment avoidance, attachment anxiety, social self-efficacy, distress self-disclosure, loneliness and depression.” Model two was used to study “the relationships among attachment avoidance, attachment anxiety, social self-efficacy, distress self-disclosure, social support and depression.” This study employed questionnaires to collect data. The participants of the study were 805 Taiwan college students who had romance from 11 universities, and were randomly divided into two groups. In group one, there were 399 participants whose data were used to cancel items and develop models, and in group two there were 406 participants whose data were used to test models and study the differences in regards of different research variables among the participants who had the different background variables. The participants were evaluated by Adult Attachment Scale, Social Self-efficacy Scale, Distress Self-disclosure Scale, Social Support Scale, Loneliness Scale and Depression Scale. The data were analyzed by factor analysis, Cronbach α analysis, t-test, one-way ANOVA and SEM. The initial models tested by group one did not fit well with the observed data. Therefore, applying the modification index, the researcher modified the models till the models fit the observed data, then tested the models’ stability by group two, and came to confirm the stability of model one and model two. The researcher found both model one and model two fit the observed data, and could effectively explain the relationships among the variables. The main results of this study were as follows: First, about the background variables: 1. The scores of “distress self-disclosure” and “social support” of girls were significantly higher than those of boys. 2. The scores of “attachment anxiety” of freshmen were significantly higher than those of juniors and seniors. 3. The scores of “attachment avoidance”, “attachment anxiety”, and “loneliness” of the students who were not in love were significantly higher than those of the students who were in love, and the scores of “social support” of the students who were in love were significantly higher than those of the students who were not in love. 4. The scores of “attachment avoidance” of the students who had no counseling experience were significantly higher than those of the students who had counseling experience while the scores of “loneliness” and “depression” of the students who had counseling experience were significantly higher than those of the students who had no counseling experience. There were no significant differences among other variables. Second, about the models: 1. Attachment avoidance and attachment anxiety could affect social self-efficacy, and could thus in turn affect loneliness through social self-efficacy, and could indirectly continue to affect depression through loneliness. 2. Attachment avoidance and attachment anxiety could affect social self-efficacy, and could thus in turn affect social support through social self-efficacy, and could indirectly continue to affect depression through social support. 3. Attachment avoidance could affect distress self-disclosure, and could thus in turn affect social self-efficacy through distress self-disclosure, loneliness through social self-efficacy, and depression through loneliness. 4. Attachment avoidance could affect distress self-disclosure, and could thus in turn affect social self-efficacy through distress self-disclosure, social support through social self-efficacy, and depression through social support. 5. Attachment anxiety could directly affect depression. 6. Attachment anxiety could indirectly affect depression through loneliness. 7. The effect of attachment anxiety affecting depression was higher than that of attachment avoidance affecting depression. 8. Distress self-disclosure could not directly affect loneliness, while it could indirectly affect loneliness through social self-efficacy. 9. Attachment avoidance, attachment anxiety and distress self-disclosure could not directly affect social support, whereas they could indirectly affect social support through social self-efficacy. Finally, based on the results of the study, the researcher made some further suggestions for individuals, school counseling and future researchers.