Thesis (M.S.)--Missouri State University, 2009. / "May 2009." Includes bibliographical references (leaves 41-42). Also available online.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains viii, 163 p. Includes abstract and vita. Advisor: Robert Rodgers, College of Education. Includes bibliographical references (p. 130-135).

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Breastfeeding self-efficacy is considered one of the key components of a successful breastfeeding experience. The benefits of breastfeeding are well established in the literature and have been widely communicated to the public, resulting in an increasing trend of breastfeeding initiation. However, the United States still falls short of Healthy People 2020 breastfeeding goals. The purpose of this project was to examine the effects of a standardized hospital-based prenatal breastfeeding class on breastfeeding self-efficacy. Dennis's breastfeeding self-efficacy theory was the foundation for the breastfeeding self-efficacy tool used in this project. A quasi-experimental design used a convenience sample of 30 breastfeeding class participants as the experimental group and 30 postpartum women who had no formal breastfeeding education as the control group. The Breastfeeding Self-Efficacy Scale Short Form (BSES-SF) was administered to the intervention group prior to the breastfeeding class, at the end of the class, prior to hospital discharge, and at 2 weeks postpartum. The control group received the survey prior to hospital discharge and at 2 weeks postpartum. Key findings indicated that participants in the breastfeeding class demonstrated a statistically significant increase in breastfeeding confidence after the class (t = 9.55(29), p = 0.00). There was no difference between the intervention and control groups at discharge (t = -.412(47), p = 0.686). Nurses and lactation professionals are in a position to evoke social change by examining the impact of breastfeeding self-efficacy and using the findings to shape breastfeeding education.

The current study proposes an examination of the effects of metacognitive prompting on participants’ self-efficacy when completing a computer-based algebra lesson. Participants will be randomly assigned from the Educational Psychology subject pool. The experimental design contains 4 conditions: before prompts, during prompts, after prompts, or none (control). The data will be analyzed using a one-way ANCOVA with the metacognitive prompt condition as the between subjects factor, the post-test self-efficacy scores serving as the dependent variable, and pre-test self-efficacy scores acting as the covariate. / text

The changing and growing student population in the U.S. demands well-equipped and trained teachers who have the adequate preparation and pedagogical tools to fully meet their diverse needs. This research study examined the perceptions of teachers’ preparedness and their efficacy beliefs for teaching English Language Learners. A mixed-method was carried out to address four research questions: 1) What perceptions are held by in-service teachers about teaching practices for ELLs? 2) What is the relationship, if any, between teacher knowledge about teaching ELL students and the instructional practices employed by teachers when instructing ELL students? 3) How effective do in-service teachers feel in teaching ELL students? 4) What factors influence teachers’ perceptions of self-efficacy about teaching ELL students? Over 144 teachers participated in the survey questionnaire along with five teachers who participated in focus-groups, interviews, and classroom observations to identify in-depth analysis on their feelings of perceptions and efficacy beliefs. Results from the quantitative study revealed differences in perception and efficacy beliefs for teachers who are bilingual in a second language, teachers who hold a bilingual/ESL certification, and the route in which teachers receive their certification. Qualitative results included the methodologies and cultural competencies that teachers employed in their classroom for English Language Learners. Additionally, participation in professional development activities was found to have an effect in teachers’ instructional decisions for teaching ELLs. / text

The aim of this study was to develop and psychometrically assess an instrument to measure senior baccalaureate nursing student self-efficacy related to meeting entry level competencies required on acceptance to the nursing profession. The theoretical foundation of this study is social cognitive theory (Bandura, 1986). Social cognitive theory includes the construct of self-efficacy. The foundation of social cognitive theory guides the selection of study variables, the study design and the interpretation of the study findings. The conceptual framework for this study is The Health System and Health Human Resources (HHR) Planning Framework (O’Brien-Pallas & Tomblin Murphy, 2006). The framework links important elements in health human services and workforce planning to the self-efficacy of future registered nurses in relation to meeting expected professional competencies. A twenty-two item, likert type measurement instrument entitled the Nursing Competence Self- Efficacy Scale (NCSES) was developed and validated by experts in nursing research and practice and in consultation with experts in instrument development and psychometric assessment. Nursing experts (n=8) participated in a two-step validation process consisting of two independent reviews of the instrument, before it was administered to senior baccalaureate nursing students (N=253). The NCSES has demonstrated evidence of internal consistency reliability, test-retest stability reliability, content validity, construct validity and contrasting group validity. This is the first study to develop and assess a scale to measure senior baccalaureate nursing students’ self-efficacy for competent nursing practice. It contributes a practical 22 item instrument to evaluate senior baccalaureate nursing students’ self-efficacy for nursing competence.

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