The purpose of this research is to see if people’s motivation can be developed by the practice of the method focusing. The motivational constructs used to reflect the participants sense of motivation is; autonomy and competence. Autonomy is in this study derived from the theory of self-determination and is concerned with the participant’s degree of expressing their personal or autonomous desires, choices and goals (Skinner & Edge, 2002). Competence is in this study, a construct derived from Self-efficacy theory, and is concerned with the participants’ degree of using their capabilities effectively (Bandura, 1997). I have used qualitative methods; more specifically I have been inspired by phenomenology, to explore the common essences of the effects of focusing on their sense of motivation. I have interviewed three participants which have at least completed two levels of focusing. They are thus considered familiar with the essence of focusing, which practically means spending time or listening to a bodily felt issue, experience or problem (Gendlin, 1996). The raw data were analyzed by using a phenomenological reduction which resulted in four themes. The three themes that caught the essence of their experience of motivation were; “I focus on what I can do in my career,” “I am clearer about me in relationship with other people,” and “I want to do this.” The degree of their motivation was discussed with literature from Albert Bandura (1997, 2001), Edvard Deci and Richard Ryan (1985, 2002). The final theme representing their experience of focusing; “I can read what is going on,” was used together with relevant literature from Eugene Gendlin (1996, 2003) to gauge the effect of focusing, on the participants’ sense of motivation. The Findings in this study indicate that there is a positive effect from the practice of focusing on the participants’ motivation. The participants seem to use their competence and autonomy better. Focusing seem to contribute in terms of; higher levels of self-aiding thoughts and feelings, a stronger inward relationship and a stronger control in terms of overcoming negative states and perceived challenges. The participants seem more inclined to  act from personal or autonomous desires and goals and to use relevant competence effectively in social and occupational settings.

Companies, also financial institutions, realign, redesign, restructure and downsize on an ongoing basis, increasing tension in employees to survive in the work environment. Besides coping with the impact of recessions and layoffs, employees also have to cope with increased workloads and the pressures of modem life. Employment is not only a means of financial viability, but also defines individuals' identities. Job loss - or even the threat of it - can be psychologically devastating and may influence the psychological well-being of employees. This may impact their perceived job satisfaction as well. The current trend within organisations is to move towards a model that focuses on strengths, where individuals take charge of their own lives and have effective working conditions where they successfully cope and perform optimally. The objective of this research was to determine the relationship between psychological wellbeing (i.e. self-efficacy, positive and negative affect, and sense of coherence) and job satisfaction of employees in a financial institution. The research method for this article consisted of a brief literature review and an empirical study using a cross-sectional survey design to collect data. An availability sample (N = 117) was taken from employees from different levels in a financial institution. The Minnesota Satisfaction Questionnaire (MSQ), Generalised Self-Efficacy Scale (GSES), Affectometer 2 (AFM), Orientation to Life Questionnaire (OLQ) and a Biographical questionnaire were administered. The statistical analysis was carried out with the help of the SPSS-programme. The statistical methods utilised in the article consisted of descriptive statistics, Cronbach alpha coefficients, Pearson product-moment correlation coefficients, Regression analysis and Manovas. The results showed acceptable internal consistencies for all the constructs. Product-moment correlation coefficients showed significant positive correlations between self-efficacy, positive affect, sense of coherence and job satisfaction and significantly negative correlations between negative affect, self-efficacy, positive affect and sense of coherence. Self-efficacy, positive and negative affect, and sense of coherence predicted 19% of the variance in job satisfaction with sense of coherence the only significant predictor of Job Satisfaction. No differences in terms of biographical characteristics in the experience of self-efficacy, positive affect, negative affect, sense of coherence and job satisfaction could be found. Recommendations for future research were made. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.

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The purpose of this correlational and descriptive study was to examine the influence of an agricultural dual credit course curriculum on student self-efficacy of college readiness as students matriculate to post-secondary education. To evaluate the personal characteristics, postsecondary plans, program perceptions and college readiness self-efficacy, a quantitative survey and online instrument was used to gather data and analyze information on high school students enrolled in agricultural education in both dual credit and non-dual credit courses primarily in the Middle Tennessee Region. The target population (N = 543) for this study was defined as students at 16 schools where the dual credit course was offered with the Middle Tennessee State University, School of Agribusiness and Agriscience in the 2011-2012 academic year. A total of 245 students from 16 secondary agricultural programs in seven different school districts across Tennessee, primarily in the Middle Tennessee region, participated in the study for a response rate of approximately 45%. This study examined college readiness of student participation in an agricultural dual credit course and sought to determine the relationship between student participation in a dual credit course offering and college readiness self-efficacy as well as student perceptions of the course offering. Course self-efficacy was higher among dual credit participants versus non-dual credit participants. Social self-efficacy was also higher for dual credit participants. Females had higher Course self-efficacy, and there was a positive relationship between GPA and each construct of the college readiness self-efficacy inventory. Participant perceptions of the agricultural dual credit program were also high. This study indicates that dual credit participants can confidently approach post-secondary options, and that they are more likely to be successful in college due to level of self-efficacy as they matriculate into college. Recommendations from the study include: Using the MTSU dual credit model in future dual credit course developments and collaborations; using findings as a basis for training future agricultural education teachers on how to improve CRSE; and additional and longitudinal studies to track dual credit students’ success in college.

Background and Purpose: Self-efficacy plays a major role in determining physical function during the earlier stages of the knee osteoarthritis (OA) and it may be a significant factor in the maintenance of physical function across the span of OA severity. This study examined the contribution of self-efficacy to objective and subjective measures of physical function at both maximal and sub-maximal levels. The relationship between self-efficacy and quality of life was also examined. Participants: Twenty community-dwelling adults with knee OA (age 69±14 years) were recruited for this study. Methods: Subjective maximal and sub-maximal performance were determined using the Maximal Activity Score (MAS) and Adjusted Activity Score (AAS) respectively of the Human Activity Profile. The objective measure of sub-maximal physical function was the 6-minute walk test (6MWT) while the Incremental Shuttle Walk Test (ISWT) was the maximal measure. Quality of life was determined using the Short Form Health Survey 36 (SF-36) and self-efficacy was measured using the Arthritis Self-Efficacy (ASE) scale. Disease severity was determined using the Western Ontario and McMaster University Osteoarthritis Index (WOMAC). A stepwise multiple linear regression analysis was performed using each of 6MWT, ISWT, AAS and MAS as the dependent variable, and the WOMAC and ASE as independent variables. Results: Self-efficacy explained 44% of the variance in the 6MWT but only 16% in the ISWT. Self-efficacy explained approximately 30% of the variance in both the MAS and AAS. A moderate relationship was observed between self-efficacy and the Physical Component Score (PCS) (r=0.51) of health-related quality of life, but no relationship was observed with the Mental Component Score (MCS). Discussion and Conclusion: In mild to moderate knee OA, sub-maximal physical function was substantively influenced by an individual’s belief in his/her ability to perform a given task, but not so when the intensity of the activity approached maximal levels. This differential relationship between sub-maximal and maximal performance was not present using subjective reports of performance. These findings indicate that therapy utilizing training at sub-maximal levels in mild to moderate knee OA should focus on strategies for enhancing self-efficacy; whereas with training at relatively high intensities, less focus should be given to enhancing self-efficacy. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2008-04-25 15:28:10.666

Background: Levels of physical activity are significantly lower among individuals with end-stage renal disease (ESRD) compared to their healthy sedentary counterparts. Low levels of self-efficacy (SE) with respect to exercise may contribute to a sedentary lifestyle in the ESRD population. Therefore, in a pilot investigation we examined the effects of an 8-week intra-dialytic (ID) exercise program on SE and physical activity (PA) in hemodialysis (HD) patients and determined the appropriateness and sensitivity of the selected outcome measures and proposed intervention. Methods: HD patients were randomized into an Exercise group (EX, n=4) or a Control group (CON, n=4). The EX group cycled for approximately 60 min during HD, thrice weekly for 8 weeks. The CON group continued with their usual activity. At 8 weeks, participants in both groups had the option to participate in the exercise program. Physical Activity was determined using the Human Activity Profile (Maximal Activity Score, MAS; Adjusted Activity Score, AAS) and SE was evaluated using the Chronic Disease Self-Efficacy Scale (CDSES) and Exercise Self-Efficacy Scale (ESES). Measures were obtained at pre, post and 8 weeks following the intervention. Results: No significant changes in PA or SE occurred between or within groups at any time point. Limited statistical power due to the small sample size and a ceiling effect due to initial high-function levels of the participants may have contributed to the lack of significant changes. MAS and AAS were generally lower in the CON group. Age was significantly associated with the AAS, MAS, and the Perform Social/Recreational Activities sub-scale of the CDSES. Serum albumin was significantly related to the AAS and the Exercise Regularly and Do Chores sub-scales of the CDSES. Conclusions: Age and albumin should be taken into account when assessing physical activity in HD patients. Recruitment of additional participants is required to more clearly define the role of intra-dialytic exercise in enhancing exercise self-efficacy and physical activity in HD patients. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2010-07-27 09:51:11.297

Clinical instruction is an essential component of professional education in nursing and accounts for a significant portion of credits within baccalaureate nursing programs. Clinical instructors (CIs) are expected to have strong clinical knowledge as well as strong teaching skills. The objective of this study was to evaluate the effectiveness of an online education program for increasing CIs’ perception of teaching self-efficacy and knowledge about the clinical teacher role. A convenience sample of CIs (n = 32) at Queen’s University School of Nursing were recruited for this study. Over the span of seven weeks, participants completed self-paced online educational modules (Preceptor Education Program - PEP) available from the University of Western Ontario. A single sample pre-test, retrospective pre-/post-test research design was used. Participants completed teaching self-efficacy and teaching knowledge questionnaires pre-intervention (n=32) and post-intervention (n=21). Mean teaching self-efficacy scores increased significantly from pre-test to post-test (t = 6.7, p < .001). Teaching knowledge scores increased significantly from pre-test to post-test (t = 4.1, p < .05).The online modules had a significant impact on CIs’ teaching knowledge and self-efficacy. Descriptive data regarding participants’ satisfaction with the PEP modules was gathered; clinical instructors for the most part completed the PEP modules and were very satisfied with them. This online mode of clinical instructor education appears to be a feasible, facilitative and an accessible way to provide ongoing professional development and education for clinical instructors at Queen’s University. / Thesis (Master, Nursing) -- Queen's University, 2011-12-30 13:41:25.799

The purpose of this qualitative study was to explore students’ perceptions and experiences of feeling confident in some clinical areas and not in others and to explore how clinical teachers may increase students’ feelings of self-efficacy during clinical practice. Using Bandura’s (1997) theory of Self-efficacy as a framework three major themes and several subthemes emerged from the data as important influences to student learning. Clinical Education facilitator (CEF) was the term used in this study for clinical teacher (CT)and was considered by students to be the most important influence to clinical learning.The CEF was the most developed theme followed by the theme of the environment and the theme of the student. The findings of this research were found to be consistent with the literature related to self-efficacy and student learning in the clinical setting. Implications for nursing education and recommendations for further research were discussed.

Asthma has not declined in morbidity and mortality despite significant advances in medical treatment. A literature review was conducted and a program of research was devised with the goal of improving understanding of why many appropriately treated and educated asthmatics are unable to gain adequate control of their asthma. A review of the literature found that psychological stress was a poorly understood trigger for asthmatic symptoms and a possible factor in poor asthma control. A clinic visit study of adult asthmatics found: (1) life event stress was associated with asthma quality of life but not ventilatory function, (2) asthma self-efficacy was strongly related to asthma quality of life and ventilatory function, (3) style of coping with stress appeared to buffer the effects of stress on asthma, and (4) evidence for a stress-responsive asthmatic subgroup. A subsequent longitudinal daily diary study found: (1) concurrent stress and daily asthma symptoms were strongly associated, (2) daily bronchodilator use appeared to be determined by pre-diary beliefs about disease severity and controllability, (3) stress could precede (within one day) increases in asthma symptoms and decreases in airflow, and (4) clinically significant decreases in peak flow were often preceded by large increases in perceived stress. A laboratory study found: (1) exposure of asthmatics to specific passive and asthma-related stressors resulted in decreased airflow and that these decreases are associated with a concurrent increase in vagal (parasympathetic) tone, (2) an active stressor that resulted in increased sympathetic arousal did not result in decreased airflow, (3) relaxation resulted in parasympathetic arousal and decreased airflow, and (4) asthma self-efficacy was associated with parasympathetic reactivity. In sum, the program of research has generated findings that help explain how stress, coping and self-efficacy contribute to asthma control led to concrete suggestions to improve c