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 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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In this study, the association between physical activity participation and self-efficacy for physical activity was measured in adolescent males. Also, the possibility that self-efficacy levels differed between school sport participants and non-school sport participants was explored. The results of the Spearman’s p test showed a moderate positive, and significant correlation between PAQ-A and SEPAQ scores, r(113) = .571, p < .01. The regression analysis showed that PAQ-A score significantly predicted SEPAQ scores, b = 10.95, t(113) = 6.63, p < .001. However, school sport participation did not significantly predict SEPAQ scores, b = 0.99, t(113) = 0.97, p > .05. Also, PAQ-A score and school sport participation explained a significant proportion of variance in SEPAQ scores, R^2= 0.33, F (2, 112) = 27.11, p < .001. Implications for male participation in physical activity are discussed.

Sixth grade is a pivotal time in school, as students culminate their elementary school years and anticipate junior high school. At this age, students become more involved in trends, especially technological trends. When students can utilize the same type of technology inside and outside of school, their self-efficacy may increase. Hypothetically, even within an academic setting, a sixth grader's self-efficacy will subconsciously elevate with these familiar tools. This mixed methods study evaluated the link between the use of educational technology in the sixth grade classroom and students' self-efficacy. To facilitate data collection for this study, after parental consent was obtained, students completed an online questionnaire via Survey Monkey on their classroom laptops. At a predetermined date, time, and location, teachers of the participating students met with the researcher in focus groups. Before the meeting date and time, the focus group agenda was emailed to the teachers for their perusal. The results of the questionnaire were analyzed using SPSS, specifically examining links between questions pertaining to technology use and questions resulting in high self-efficacy. The results of the focus groups were analyzed for themes within the teachers' comments and served as essential narrative in the results and conclusion sections of the dissertation. The results of the questionnaire and focus groups produced several implications regarding educational policy and future research. Significant, positive correlations emerged among variables within the established self-efficacy domain and the use of laptops and Smart/Interwrite boards in the classroom, iPods, iPads, and smart phones outside of class, and using educational technology in writing and math during class. No significant differences emerged between boys' and girls' self-efficacy, as corroborated by the teachers' focus group responses. Variables within the self-concept domain emerged as predictors when multiple regression analyses were run with self-efficacy dependent variables. Conclusions that were drawn from this study include the need for educational technology during math instruction, iPads for instruction during class, and further study regarding gender differences in response to technology.

In this study, the association between physical activity participation and self-efficacy for physical activity was measured in adolescent males. Also, the possibility that self-efficacy levels differed between school sport participants and non-school sport participants was explored. The results of the Spearman’s p test showed a moderate positive, and significant correlation between PAQ-A and SEPAQ scores, r(113) = .571, p < .01. The regression analysis showed that PAQ-A score significantly predicted SEPAQ scores, b = 10.95, t(113) = 6.63, p < .001. However, school sport participation did not significantly predict SEPAQ scores, b = 0.99, t(113) = 0.97, p > .05. Also, PAQ-A score and school sport participation explained a significant proportion of variance in SEPAQ scores, R^2= 0.33, F (2, 112) = 27.11, p < .001. Implications for male participation in physical activity are discussed.

Thesis (M.A)--Bowling Green State University, 2009. / Document formatted into pages; contains iv, 63 p. Includes bibliographical references.