Stress has been linked to increased illness in several biologically based studies. In contrast, only a limited number of studies have assessed psychological variables related to stress, with self-efficacy and locus of control serving as potentially important variables. Thus, the current study investigated the mediating effects of self-efficacy and locus of control in the relationship between stress, psychological and physical symptoms, and the utilization of health services in college students. Results suggested that stress was correlated positively with symptoms. External locus of control was correlated positively with stress and symptoms, and self-efficacy was correlated negatively with stress and symptoms. Further, structural equation modeling was used to test two separate models. The first model examined the relationships between stress and symptoms and between symptoms and utilization of health services. Although the path coefficients suggested that there were direct relationships, the data did not adequately fit this model. The second model examined the potential mediational effects of locus of control and self-efficacy on the relationship between stress and symptoms. The path coefficients for the second model were consistent with a mediation effect for locus of control in the relationship between stress and symptoms; however, when this model was tested for full mediation, the data did not fit the model. These results highlight the importance of having future studies examine and identify potential mediators of the stress and illness link. Implications for reducing health care costs and promoting better mental and physical health are discussed.

Current federal reforms require a highly-qualified teacher in every classroom to promote higher levels of student performance. In an attempt to provide a sufficient and sustainable number of highly qualified teachers in the workforce, alternative certification training programs have come alongside traditional college of education training programs. Proponents of alternative certification programs contend the process of on-the-job training will potentially address the problem of teacher shortages. However, opponents see these programs as an inadequate training process with future ramification for both teachers and students. As more and more classroom teachers are choosing alternative certification routes, there is growing uncertainty as to whether or not this is an effective way to train teachers. There is a substantial body of research that indicates a teacher's self efficacy beliefs can be an indicator of his or her performance in the classroom. Evidence demonstrates a relationship between teachers' beliefs about their personal ability to affect students' achievement and the outcomes of both the teachers' and the students' efforts (Tschannen-Moran & Woolfolk Hoy, 2007). By identifying strengths and weaknesses in self-efficacy beliefs, it is possible to provide interventions such as professional development or peer mentoring to increase an individual's sense of efficacy, which could then improve his or her teaching performance, and ultimately improve student achievement. The purpose of this research study was to identify and describe the differences between (1) the self-efficacy beliefs of teachers from traditional college of education programs and from alternative certification programs in order to identify patterns or correlations between type of training and teachers' sense of efficacy, and (2) the self efficacy beliefs of novice, experienced, and expert teachers in order to determine patterns or correlations between years of experience and teachers' sense of efficacy. This research study investigated the self-efficacy beliefs of 125 high school teachers in Brevard County, Florida, with either college of education training or alternative certification training and with either novice, experienced, or expert classroom teaching experience. The first part of the study analyzed teachers' responses to the 24 items on Tschannen-Moran and Woolfolk Hoy's Teachers' Sense of Efficacy Scale; the second part analyzed 6 researcher-designed items referring to teacher training programs and personal classroom experience. The three subscales that directed the items on the questionnaire were Efficacy for Student Engagement, Efficacy for Instructional Strategies, and Efficacy for Classroom Management. Factor analyses indicated 21 of the 24 items from the current research study loaded on the same three factors identified on the Teachers' Sense of Efficacy Scale. The 6 items created specifically for this study loaded into two factors identified appropriately as training program and classroom experience. A reliability analysis resulted in a total alpha coefficient of .9271 for the 24 items on the Teachers' Sense of Efficacy Scale for the 125 participants in the current research study which is consistent with an alpha of .94 in previous studies using the same scale. A total alpha coefficient of .6973 was determined for the 6 researcher-designed items. Findings from the t-tests and ANOVAs indicated that there was no relationship between self-efficacy beliefs of college of education trained teachers and alternative certification trained teachers; few relationships between novice, experienced, and expert teachers; and few interaction effects between type of teacher training and number of years of classroom experience. While the results of the study did not reveal statistically significant differences in the teacher groups, the teachers' responses and comments indicated personal classroom experiences created higher levels of self-efficacy than teacher training programs. Contrary to the researcher's expectations and conventional wisdom, both alternative certification teachers and novice teachers perceived themselves to be efficacious in the classroom. One possible explanation for the failure to reach statistically significant differences in the type of training and years of experience variables is that there simply are not distinct differences. Generally teachers with alternative certification training are immersed in programs that provide on-the-job training and support from a mentor, and as experts in their field of study, they exhibit self-assurance in their classroom behaviors. Commonly novices enter teaching with high expectations and they bring innovative practices and a fresh outlook to the classroom. Another possible explanation for the failure to reach statistically significant differences is the over-representation of some groups which could possibly have skewed the results. From the group of 125 participants, 86 teachers had college of education training while only 39 had alternative certification training. There were 79 expert teachers with ten or more years of experience, 35 experienced teachers with four to nine years, and only 11 novice teachers with three or less years. While the results of the research study did not offer statistically significant differences in the groups of teachers, there is much practical significance to be gained for district and school-level personnel in planning professional development opportunities. By identifying the strengths and weaknesses in teachers' self-efficacy beliefs, professional development and peer support can be provided to address the unique needs of each teacher group. Recommendations were made for a synthesis of current practices from both college of education programs and alternative certification programs: a series of half-day internship experiences with relevant content coursework could be combined with on-the-job experience and mentoring support based on current alternative certification programs. This research study lacks generalizability, so further research should include middle school and elementary teachers, and teachers from other counties and states. Because teachers' self-efficacy beliefs are personal and not necessarily reflective of actual practice, an investigation of the relationship between perceived self-efficacy beliefs and observed classroom effectiveness should be investigated.

As the demand for programming skills in today’s job market is rapidly increasing for disciplines outside of computing, CS courses have experienced spikes in enrollment for non-majors. Students in disciplines including art, design and biological sciences are now often required to take introductory CS courses. Previous research has shown the role of growth mindset, self-efficacy and relevance in student success within CS but such metrics are largely unknown for non-majors. In this thesis, we surveyed non-majors in CS1 at Cal Poly, San Luis Obispo during the early and late weeks of the quarter to gain insights on their growth mindset, their self-efficacy and the perceived relevance of the course to their lives. In our analysis, we discovered that non-majors’ levels of growth mindset and of self-efficacy decreased throughout the duration of CS1 with additional differences by gender. However, non-majors largely found that the material covered in CS1 was highly relevant to their academic and professional careers despite being challenged by it. These findings provide important insights into the experiences of non-majors learning to code and can help better serve a more diverse population of students.

Children with attention deficit hyperactivity disorder have less successful school experiences, as well as lives as adults, related to their challenges with self-regulation (Brook, Zhang, Brook, & Leukefeld, 2015). Children spend most of their school career in classrooms; however, teachers may not provide teaching or classroom environments that are conducive for learning for children with ADHD (Straker, Harris, Joosten, & Howie, 2018). These factors contribute to barriers to their success in school occupations, as well as their self-efficacy and participation (Major, Martinussen, & Wiener, 2013). However, evidence suggests that providing self-regulation strategies in classrooms improves success in school occupations. This doctoral project proposes a face-to-face continuing education course educating kindergarten through third grade teachers on strategies with a Classroom Self-regulation Toolbox facilitated by an occupational therapist. Self-regulation strategies of mindfulness, cognitive-behavioral, sensory, seating arrangements and ergonomics are included in the Toolbox. This continuing education course fosters collaboration between elementary teachers as well as elementary teachers and occupational therapists. This project will contribute to school-based occupational therapy by providing more evidence-based classroom interventions (The American Occupational Therapy Association, 2014) and improving collaboration between elementary school professionals.

Tinnitus is a common condition, characterized by the perception of ringing or noises in the head without an external source, that impacts numerous individuals worldwide, including those in Canada. The variability in tinnitus distress levels is thought to stem, at least in part, from diverse personality traits and the resulting emotional reactions to the condition. This study contributes to the growing body of research investigating the individuality of tinnitus sufferers and seeks to shed light on specific factors that contribute to their levels of associated distress. The investigation focused on two main factors: Desire for Control (an individual’s general inclination to assert control over life events) and Self-Efficacy for Tinnitus Management (confidence in effectively handling and managing tinnitus). The primary objective was to uncover any associations among these two factors and a patient's level of tinnitus distress. By understanding how these constructs interrelate, a deeper understanding of contributions to distress among those grappling with tinnitus can be gained. The significance of this research lies in its potential to enhance the support and interventions provided to tinnitus patients by healthcare professionals. An online survey collected responses from 130 Canadian adults regarding their health status and experiences with tinnitus. The study confirmed a robust correlation between the Self-Efficacy for Tinnitus Management Questionnaire (SETMQ) scores and the extent of distress experienced by individuals with tinnitus. The SETMQ, therefore, holds promise as a valuable instrument for identifying domains in which patients could benefit from additional support to alleviate their tinnitus-related distress. The study also revealed that there was no correlation between generalized desire for control and tinnitus-related distress. These results suggest the need for a new Desirability for Control scale similar in tinnitus-specificity to the SETMQ. / Thesis / Master of Science (MSc) / Tinnitus comes from the Latin verb “tinnire” which means “to ring”. It is often described as a persistent ringing in the ears that has no external source. Some, but not all, people find their tinnitus debilitating. This study examined whether people who strongly desire control but lack confidence in managing their tinnitus, experience higher stress because of it, compared to those with lower control needs or higher self-confidence. The results showed that having confidence in managing tinnitus is correlated with having lower distress, but there is no definite conclusion regarding the need for control. The results of this study suggest that a new method to measure the desire for control in a context specific to tinnitus is needed.

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards specifically require school counselors to be competent in the use of effective classroom management strategies, differentiated instruction, and in designing school counseling core curriculum. While the existing inquiries have contributed significantly to the school counseling knowledge base regarding classroom management, our field lacks adequate research specific to the classroom management self-efficacy of elementary school counselors. This quantitative study utilized the School Counselor Self Efficacy Scale, the Teachers' Sense of Efficacy Scale, and a demographic questionnaire to collect data from a cross-section of elementary school counselors working in Virginia public schools. Differences in elementary school counselors' self-efficacy in classroom management were examined across the following variables: (a) working in schools with a recognized ASCA model program (RAMP) designation, (b) working in a setting that uses school-wide positive behavioral interventions and supports (SWPBIS), (c) prior teaching experience, and (d) years of counseling experience. Analysis showed that elementary school counselors working in schools that participated in SWPBIS had significantly higher classroom management self-efficacy than did school counselors working in schools that did not implement SWPBIS. Surprisingly, elementary school counselors in schools designated as RAMP had significantly lower classroom management self-efficacy than those working in schools without RAMP status. No significant differences in classroom management self-efficacy by years of counseling experience or prior K–12 teaching experience were evident. Implications of these findings are discussed. / Doctor of Philosophy / Well-managed classrooms make it easier for school counselors to effectively deliver school counseling core curriculum (SCCC) to address the social, personal, academic, and career-related needs of a large number of students at a time. Questions have been raised regarding factors that influence the performance of school counselor roles, and a number of researchers have reported counselor self-efficacy, a person's belief in their ability to execute behaviors necessary to produce specific performance, as critical for effectively carrying out school counseling tasks. While existing inquiries have contributed significantly to the school counseling knowledge base regarding classroom management, little is known about the classroom management self-efficacy of elementary school counselors. The purpose of this quantitative research study was to explore the classroom management self-efficacy of elementary school counselors delivering SCCC lessons in Virginia schools. Data were collected using the School Counselor Self-Efficacy scale, the Teachers' Sense of Efficacy Scale, and a demographic questionnaire. Findings showed that classroom management self-efficacy scores differed among elementary school counselors working in schools that implement school-wide positive behavioral interventions and supports (SWPBIS) compared to those working in non-SWPBIS schools. Similarly, classroom management self-efficacy levels differed among counselors working in schools with recognized ASCA model program (RAMP) designation and counselors working in non-RAMP designated schools. Elementary school counselors who received training in classroom management had higher classroom management self-efficacy scores compared to those who did not receive training in classroom management. No significant differences were found in classroom management self-efficacy by years of counseling experience or prior K–12 teaching experience.

This dissertation is a qualitative case study of three elementary teachers that currently teach at a school implementing a departmental structure in Northern California. Data was gathered by interviewing each participant individually and is presented in the form of a narrative for each participant. The purpose of this study was to explore the math self-efficacy of elementary teachers who teach in a school implementing a departmental structure. The research addressed the following question: How does a departmental structure influence the experiences, perceptions, and self-efficacy of elementary teachers as each relates to mathematics instruction? The results of this study demonstrate that, when implemented correctly, respecting teacher autonomy and choice, a departmental structure at the elementary level can provide a framework that has a positive impact on teacher professional math self-efficacy. The structure creates the opportunity for focused preparation and learning, teacher specialization based on subject strength, and perceptions that the teachers are respected and trusted as content and instructional experts. All three participants expressed that they feel they are better math teachers in the departmental structure than they were in the single classroom structure. They also each expressed that they experience greater job satisfaction and reduced stress in the departmental structure.

Den här kunskapsöversikten berör ämnet matematikångest. Matematikångest är ett utbrett fenomen och var tredje elev i samtliga OECD-länder uppger att de ofta känner ångest inför matematikundervisningen (OECD, 2015). Kunskapsöversikten har sammanställts av kvalitativa och kvantitativa studier samt andra kunskapsöversikter. I texten definieras begreppet matematikångest och dess symptom beskrivs. Metoder och strategier för att motverka matematikångest sammanställs i hopp om att vara till hjälp för professionen. Grupparbeten, vikten av ett tryggt klassrumsklimat och ett growth mindset samt övning i att kommunicera och diskutera matematiska begrepp är några av de strategier och metoder som beskrivs vara hjälpsamma för elever med matematikångest.

The purpose of this study was to examine the relationship of self-efficacy for Enlisting Social Resources, Self-Regulatory Efficacy, self-efficacy for Self-Regulated Learning, and self-efficacy for Academic Achievement (Bandura's Children's Self-Efficacy Scale, 2006) of urban public school students to performance on the high stakes Massachusetts Comprehensive Assessment System (MCAS) math test. A survey questionnaire was administered to eighty three participants and the data, analyzed using linear regression, conformed to the assumptions of Independence, Linearity, Normality, and Homoscedasticity. Self-Regulatory Efficacy, Academic Achievement, and Socio-economic Status were statistically significant bivariate predictors of performance on MCAS math test. Self-Regulatory Efficacy was the only consistent statistically significant predictor of MCAS math performance. Gender interaction with Self-Regulatory Efficacy was statistically significant in isolation but was not when other variables were accounted for.

Sammanfattning/Abstract  Cronström Anna och Malm Elin (2023). Assisterande teknik ur ett specialpedagogiskt perspektiv. Specialpedagogprogrammet, Institutionen för skolutveckling och ledarskap, Lärande och samhälle, Malmö Universitet, 90 hp. Förväntat kunskapsbidrag Att utifrån ett specialpedagogiskt perspektiv synliggöra vilka möjligheter och hinder specialpedagogen upplever kring assisterande teknik för att undanröja hinder i undervisningen för elever i läs- och skrivsvårigheter eller med dyslexi. Syfte och frågeställningar Syftet med denna studie är att bidra med kunskap om hur specialpedagoger upplever att arbetet med assisterande teknik fungerar i grundskolan för elever i läs- och skrivsvårigheter eller med dyslexi.  Frågeställningar: • Vilka möjligheter och hinder upplever specialpedagogen i mötet med elever med i läs- och skrivsvårigheter eller med dyslexi avseende assisterande teknik? • Vilka möjligheter och hinder upplever specialpedagogen i mötet med lärare när det gäller användning av assisterande teknik för elever i läs- och skrivsvårigheter eller med dyslexi? • Vilka program används och varför? Teori Teorin som studien grundar sig på är Banduras socialkognitiva teori som tar upp individens motivation samt tilltro till sin egen förmåga att klara en uppgift, self-efficacy. Banudra (1997) kom fram till att det finns fyra faktorer som påverkar en individs self-efficacy. Masteryexperience som innebär vilka erfarenheter en individ har av tidigare misslyckanden och framgångar. Vicarious experience som tar upp att individen kan observera andra individers misslyckanden och framgångar och därmed kan få hopp om att själv lyckas. Verbal persuasion innebär att en individ kan övertalas till att de kan klara av svåra uppgifter samt physological state som handlar om fysiologisk- emotionell spänning. Self-efficacy blir när det översätts till att omfatta lärare och specialpedagogers tilltro till sin förmåga, teachers-efficacy. Metod Frågeformulär användes som metod för att få så omfattande svar på arbetets frågeställningar som möjligt. Frågeformuläret skickades ut till samtliga specialpedagoger/ speciallärare i två kommuner i södra Sverige. En univariat analys gjordes och sammanställdes i tabellform med hjälp av Googleformulär. Svaren analyserades med Banduras teori som ramverk. Resultat I resultatet framkom att de tre mest använda funktionerna när det gäller assisterande teknik varrättstavning och grammatisk kontroll, talsyntes samt talböcker. För att kunna sätta sig in i nya program behövdes tid och kompetens, vilket även behövdes när det gällde uppföljning av de program som eleverna använde. Det var ungefär lika många av de tillfrågade som upplevde att lärarna kunde stötta eleverna i användandet av olika program, som inte upplevde det. Specialpedagogerna upplevde att eleverna kunde sina program och hade en tilltro till elevens förmåga och nästan samtliga uppgav att assisterande teknik stödde elevernas läs- och skrivförmåga. De möjligheter och hinder i användandet av assisterande teknik som specialpedagogerna upplevde delas in i fem teman. Möjligheter var motivation, då elever lyckades med skolarbetet. Tillhörighet när assisterande teknik normaliserades inom gruppen samt kompetens när elever utvecklades med hjälp av assisterande teknik. De hinder som upplevdes var även här motivationav att få lärare att se vikten av att elever använde assisterande teknik. Kompetens som här innebar avsaknad av kunskap av assisterande teknik och teknikstrul samt tid. Specialpedagogiska implikationer I studien framkom att specialpedagogerna upplever att det behövs mer kunskap kring assisterande teknik hos dem själva och hos lärarna. Specialpedagoger kan kontinuerligt utbilda lärare eller ansvara för intressegrupper för att öka kunskaperna inom assisterande teknik. För att kunna utvecklas inom området behöver huvudmannen avsätta tid. Dels för specialpedagogernas och lärarnas kompetensutveckling, dels för att lärare och specialpedagoger ska kunna utvärdera assisterande teknik tillsammans med de elever som använder den. Förslagen kan leda till att fler elever når skolans mål.