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The following study investigates the use of a web-based mechanism that was designed to attempt to influence levels of self-efficacy by engaging participants in an experimental procedure. The process encouraged participants to monitor their time management behaviors and engage in a self-regulated learning process. The study utilized a web-based tool in order to attempt to evoke these changes using current and emerging instructional technologies and tools. This mechanism provided participants with feedback on their time management behaviors as they progressed through a two-week process of setting goals, monitoring their time management practices, and receiving feedback. Although no significant findings were discovered via the statistical analyses, many implications regarding the development and implementation of future interventions can be inferred. / Ph. D.

Students of all abilities and ranges of achievement have become familiar with a variety of hypermedia-based settings which offer information on virtually any content area. The concept of self-regulation implies that learners can initiate processes to facilitate learning regardless of their perceived learning ability or environment, two learning characteristics once thought to be immutable forces. The purpose of the study was to design and implement hypermedia components that provide various levels of user support based upon known self-regulatory learning strategies. The components were applied within an existing web-based learning environment which combined class lecture and presentation with web-based components. Student input provided impetus for the revision of existing components and suggestions for new components designed to promote regulatory behavior within the web-based environment. Through participant observation, student desires for hypermedia components which promote self-regulatory behaviors are described and compared with the actual usage patterns of these components. Significant differences were found in measures of students perceived level of self-efficacy for performance and learning, metacognitive self-regulation, and test anxiety. In addition, one of the added components was rated as "highly effective" by the participants and the second-most-used component of the web site. Discussion incorporates student input to provide support for incorporating components which promote self-regulatory learning strategies in a hypermedia instructional environment and offers generalizations for educators and instructional designers based on these findings. / Ph. D.

The goal of this study was to evaluate if a nurse leader’s Self-Efficacy and Emotional Intelligence could be influenced by the process of being evaluated either by a single rater or multiple raters. The evaluation involved gathering extensive personality inventories that would determine which process had the greater influence on a nurse leader’s awareness, behaviors, and tendencies. This study was guided by the following research question: Does the process associated with performance evaluations, between a single rater or multiple raters, not only alter a nurse leader’s ability to distinguish between their values and underlying personality tendencies, but also positively improve their leadership reputations? The researcher randomized 60 subjects as follows: 20 subjects assigned to a Control Group (no raters), 20 subjects assigned to the Experimental 1 Group (Single-Rater), and 20 subjects assigned to the Experimental 2 Group (Multiple-Raters). All 60 subjects completed a Pre and Post “Work Self-Efficacy Inventory” and “Social Skills Inventory” questionnaires. Both the Experimental 1 Group and Experimental 2 Group rater(s) completed an additional “Leader Efficacy Questionnaire” for further data collection. Data from the Pre, Post, and Experimental questionnaires were tracked through Stata MP Version 11 and managed electronically by Mind Garden, Inc. to assess for any changes of the null hypothesis. The regression results suggested that the treatment had no effect on SSI but had a positive impact on WS-EI.

This study explored former and current graduate and undergraduate online students' self-efficacy perceptions for asynchronous online coursework. Self-efficacy is described as a person's judgment of his or her ability to successfully complete a learning or performance task (Bandura, 1997). Using an exploratory sequential mixed methods approach, this study explored the research question in three phases: 1) Conducted interviews and analyzed transcripts of 11 current and previous asynchronous online learners; 2) Created and enlisted the expert review of a survey instrument developed from the interview data analysis; and 3) Collected and analyzed survey responses from current and previous asynchronous online learners. The findings from this research show, based on 215 participant responses, several factors present or absent in asynchronous online learning experiences have positive, negative or no effects on perceived self-efficacy to complete online course requirements. Findings, limitations, practical implications and future research ideas are discussed in Chapter Six of this document. / Ph. D. / This study explored the experiences of former and current graduate and undergraduate online students for possible factors that may have affected self-efficacy perceptions while completing online course requirements. Self-efficacy is described as a person’s judgement of his or her ability to successfully complete a learning or performance task (Bandura, 1997). Using an exploratory sequential mixed methods approach, this study explored the research question in three phases: Phase I included conducting semi-structured interviews and analyzing transcripts of 11 current and previous asynchronous online learners; Phase II included creating and enlisting expert reviews of a survey instrument developed from the interview data analysis from Phase I; and Phase III included collecting and analyzing survey responses from 215 current and previous asynchronous online learners. The findings from this research showed several factors reported by participants as being present or absent in their online learning experiences having a perceived positive, negative or no effect on their self-efficacy beliefs at some point during their online coursework. A summary of findings, limitations, practical implications and future research ideas are discussed in Chapter Six of this document.

Despite successful learning in the training environment, acquired skills are often not translated back to the job. Past research on training transfer has tended to measure the construct inconsistently and often disregarded its multi-faceted nature. In an effort to better investigate the determinants of successful transfer, the two temporal facets of training transfer, initiation and maintenance, were examined to evaluate their relationships with the trainee characteristics of goal orientation and self-efficacy. It was hypothesized that initiation mediates the relationship between goal orientation and maintenance, and that the relationship between performance goal orientation and initiation is moderated by self-efficacy. Participants were recruited from undergraduate psychology courses and trained on multiple-choice test-taking strategies. Results failed to support the main effect, moderation, or mediation hypotheses, although they support the contention that transfer is a multi-dimensional construct. The findings indicate that goal orientation and initiation may both best be conceived as predictors of transfer maintenance and interact to affect transfer behavior. The findings illustrate the value of examining individual difference variables in the prediction of training transfer. / Master of Science

No / People working in the helping professions have been found to be vulnerable to the development of burnout and research has suggested a relationship between dementia care and burnout. Literature suggests that the development of burnout may be linked to a number of factors, including lack of reciprocity, low self-efficacy and organizational factors. The study explored burnout in staff for older people with dementia and examined the roles of reciprocity, self-efficacy and organizational factors and aimed to identify which of these variables was the greatest predictor of burnout. Sixty—one members of staff in continuing care homes for people with dementia completed self-report questionnaires. Self-efficacy was found to be the greatest predictor of burnout. Findings from the study also emphasized the connections of reciprocity, occupational commitment, demographic factors and self-efficacy with burnout. The clinical implications of the study, methodological considerations and recommendations for future research are discussed.

No / Nonadherence to antihypertensive medicines limits their effectiveness, increases the risk of adverse health outcome, and is associated with significant health care costs. The multiple causes of nonadherence differ both within and between patients and are influenced by patients’ care settings. Objectives The objective of this article was to identify determinants of patient nonadherence to antihypertensive medicines, drawing from psychosocial and economic models of behavior. Methods Outpatients with hypertension from Austria, Belgium, England, Germany, Greece, Hungary, The Netherlands, Poland, and Wales were recruited to a cross-sectional online survey. Nonadherence to medicines was assessed using the Morisky Medication Adherence Scale (primary outcome) and the Medication Adherence Rating Scale. Associations with adherence and nonadherence were tested for demographic, clinical, and psychosocial factors. Results A total of 2595 patients completed the questionnaire. The percentage of patients classed as nonadherent ranged from 24% in The Netherlands to 70% in Hungary. Low age, low self-efficacy, and respondents’ perceptions of their illness and cost-related barriers were associated with nonadherence measured on the Morisky Medication Adherence Scale across several countries. In multilevel, multivariate analysis, low self-efficacy (odds ratio = 0.73; 95% confidence interval 0.70–0.77) and a high number of perceived barriers to taking medicines (odds ratio = 1.70; 95% confidence interval 1.38–2.09) were the main significant determinants of nonadherence. Country differences explained 11% of the variance in nonadherence. Conclusions Among the variables measured, patients’ adherence to antihypertensive medicines is influenced primarily by their self-efficacy, illness beliefs, and perceived barriers. These should be targets for interventions for improving adherence, as should an appreciation of differences among the countries in which they are being delivered.

Yes / ncreasingly, research has explored how psychological resources enable adaptation to illness. However, it is unclear whether psychological resources protect against the potential negative effects on living well with a progressive and life-limiting condition such as dementia. This paper examines the association between psychological resources and the ability to ‘live well’ with dementia. Data from 1547 people with mild-to-moderate dementia in the Improving the experience of Dementia and Enhancing Active Life (IDEAL) cohort were used. Multivariate linear regression was employed to examine the association between self-reported measures of psychological resources (self-efficacy, optimism and self-esteem) and indices of capability to ‘live well’ (quality of life, well-being and life satisfaction). All three measures of psychological resources had positive and independent associations with indices of living well and the effect sizes were similar. Effect sizes reduced when accounting for shared variance between psychological resources, showing some overlap in these constructs. Self-efficacy, optimism and self-esteem were each associated with capability to ‘live well’. Overlap between these three resources is evident and when combined they may provide greater resilience when dealing with the challenges of living with dementia. Interventions for people with dementia could seek to improve levels of these potentially-modifiable psychological resources.