The authors used the frameworks of reciprocal determinism and occupational socialization to study the effects of work characteristics (consisting of control and complexity of work) on personal initiative (PI)--mediated by control orientation (a 2nd-order factor consisting of control aspiration, perceived opportunity for control, and self-efficacy) and the reciprocal effects of PI on changes in work characteristics. They applied structural equation modeling to a longitudinal study with 4 measurement waves (N = 268) in a transitional economy: East Germany. Results confirm the model plus 1 additional, nonhypothesized effect. Work characteristics had a synchronous effect on PI via control orientation (full mediation). There were also effects of control orientation and of PI on later changes in work characteristics: As predicted, PI functioned as partial mediator, changing work characteristics in the long term (reciprocal effect); unexpectedly, there was a 2nd reciprocal effect of an additional lagged partial mediation of control orientation on later work characteristics.

Bakgrund: Långvarig smärta innebär stort lidande för individen. Multimodal rehabilitering har positiv påverkan på långvarig smärta, men det är ej känt vilken multimodal rehabilitering som är effektivast. Ökad kunskap om vilka delar i smärtrehabilitering som gör nytta är viktigt för att kunna optimera vården. Syfte: Syftet med studien var att undersöka kroppsmedvetenhet, tilltro till egen förmåga att vara fysiskt aktiv och självskattad fysisk aktivitetsnivå för personer med långvarig smärta samt att undersöka om dessa variabler förändrades av multimodal smärtrehabilitering. Syftet var även att undersöka korrelationen mellan kroppsmedvetenhet och tilltro till egen förmåga att vara fysiskt aktiv. Metod: Studien hade en deskriptiv, korrelerande kvasiexperimentell design. Patienter med långvarig smärta som vårdades inneliggande för ett 4 veckors långt multimodal smärtrehabiliteringsprogram besvarade direkt före och efter rehabiliteringen frågeformulären Multidimensional Assessment of Interoception Awareness (MAIA) och Exercise Self-efficacy Scale (S-ESES) samt Socialstyrelsens indikatorfrågor för fysisk aktivitet. Resultat: Tjugofem personer deltog i studien. Interventionen ökade vissa dimensioner av kroppsmedvetenhet samt tilltron till egen förmåga att vara fysiskt aktiv. Den självskattade fysiska aktivitetsnivån var låg och ökade ej efter interventionen. Korrelationen mellan MAIA och S-ESES var statistiskt signifikant efter interventionen. Konklusion: Multimodal smärtrehabilitering kan öka kroppsmedvetenhet och tilltro till egen förmåga att vara fysiskt aktiv för personer med långvarig smärta. / Background: Chronic pain implies a big suffering for individuals. Multimodal rehabilitation has a positive impact on chronic pain, but it is unknown which rehabilitation that is the most effective. Increased knowledge of which parts in pain rehabilitation that are effective is important to be able to optimize the care of these individuals. Purpose: The purpose of this study was to investigate interoception, exercise self-efficacy and level of self-assessed physical activity in people suffering from chronic pain and explore if these variables are changed by multimodal pain rehabilitation. The purpose was also to investigate the correlation between interoception and execise self-efficay. Method: The study had a descriptive, correlating experimental within-group design. Patients with chronic pain that were enrolled for inpatient care 4 weeks of multimodal pain rehabilitation answered the questionnaires Multidimensional Assessment of Interoception Awareness (MAIA) and swedish version of Exercise Self-Efficacy Scale (S-ESES) and the Swedish social welfare boards indicator questions of level of physical activity before and after the intervention. Results: Twenty five persons participated in the study. The intervention increased some dimensions of interoception and the exercise self-efficacy. The self-assessed level of physical activity was low and did not increase. The correlation between MAIA and S-ESES was strengthened by the intervention. Conclusion: Multimodal pain rehabilitation can for people with chronic pain increase interoception and exercise self-efficacy.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-16T11:51:29Z No. of bitstreams: 2 Dissertação - Cláudia Ribeiro de Lima Santos - 2016.pdf: 2152450 bytes, checksum: 52c4b0f1b595134e8ad1d3d68cf8e064 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-16T11:52:06Z (GMT) No. of bitstreams: 2 Dissertação - Cláudia Ribeiro de Lima Santos - 2016.pdf: 2152450 bytes, checksum: 52c4b0f1b595134e8ad1d3d68cf8e064 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-16T11:52:06Z (GMT). No. of bitstreams: 2 Dissertação - Cláudia Ribeiro de Lima Santos - 2016.pdf: 2152450 bytes, checksum: 52c4b0f1b595134e8ad1d3d68cf8e064 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-07-29 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / Diabetes Mellitus (DM) is a non-communicable chronic disease with high prevalence and high social cost. The DM is among the leading causes of mortality in the world. The aim of this study was to analyze the effect of an educational intervention, based on social cognitive theory, on knowledge, and on biochemical and anthropometric parameters o patients with type 2 diabetes. A randomized clinical trial was conducted with 83 patients with type 2 diabetes non-insulin dependent, of both sexes, registered in a Family Health Strategy (ESF), in Israelândia-Go in 2015. The final sample consisted of 76 participants with type 2 diabetes divided into two groups, intervention (GI = 38) and control (GC = 38). The GI participated in the educational intervention, based on social cognitive theory, from September 2015 to February 2016. The GC did not attend the educational intervention, but continued participating in the activities developed monthly by to ESF in the Hiperdia. Data were collected in the GC during activities in Hiperdia; and in GI during educational activities. The study was conducted in four stages: 1 stage formation of groups (GI and GC), step 2 - the questionnaires (pre-intervention), and collection of biochemical and anthropometric data, step 3-educational intervention in GI, step 4 application of questionnaires and collection of biochemical and anthropometric data (post-intervention). In steps 2 and 4, was applied in both groups, the Knowledge Questionnaire Diabetes and evaluated parameters of control: weight, body mass index (BMI), waist circumference (WC), blood glucose and glycated hemoglobin (HbA1c ) were evaluated in these steps. Data processing was carried out in the program-Stata (SE version. 64). The Shapiro-Wilk test for normality was used to determine the normality of the data. Chi-square and tStudent tests were used to analyze categorical and numerical variables, respectively, with a 5% significance level. The results point to a significant increase in knowledge in all aspects addressed to GI (p <0,001). In relation to the metabolic control, GI showed a decrease of HbA1c (p <0,001) and waist circumference (p <0,001) compared to CG. In conclusion, after the educational intervention, there was an improvement in knowledge about diabetes, biochemical and anthropometric parameters, which suggests the importance of self-efficacy (AE) for empowerment of knowledge and control of DM. / O Diabetes Mellitus (DM) é uma doença crônica não transmissível, com alta prevalência e alto custo social. O DM está entre as primeiras causas de mortalidade no mundo. O objetivo deste estudo foi analisar o efeito de uma intervenção educativa, baseada na teoria social cognitiva, sobre o conhecimento, parâmetros bioquímicos e antropométricos em pacientes com diabetes tipo 2. Foi realizado um ensaio clínico randomizado com 83 pacientes com DM tipo 2 não insulinodependentes, de ambos os sexos, cadastrados na Estratégia Saúde da Família (ESF), do Município de Israelândia-Go, no ano de 2015. A amostra final foi constituída por 76 participantes com DM tipo 2, distribuídos em dois grupos, intervenção (GI=38) e controle (GC=38). O GI participou de intervenção educativa, tendo como base a Teoria Social Cognitiva, no período de setembro de 2015 a fevereiro de 2016. O GC não participou da intervenção educativa, porém continuou participando das atividades mensalmente desenvolvidas pela ESF no Hiperdia. Os dados foram coletados no GC, durante as atividades no Hiperdia, e no GI, durante as atividades educativas. O estudo foi realizado em quatro etapas: etapa 1- formação dos grupos (GI e GC), etapa 2 - aplicação dos questionários (pré-intervenção), e coleta de dados bioquímicos e antropométricos, etapa 3- intervenção educativa no GI, etapa 4- aplicação dos questionários e coleta dos dados bioquímicos e antropométricos (pós-intervenção). Nas etapas 2 e 4, foram aplicados, em ambos os grupos, o Questionário de Conhecimento sobre Diabetes e avaliados parâmetros de controle: peso, índice de massa corporal (IMC), circunferência da cintura (CC), glicemia capilar e hemoglobina glicada (HbA1c). O processamento dos dados foi realizado no programa-Stata (versão SE. 64). O teste de normalidade Shapiro-Wilk foi usado para averiguar a normalidade das variáveis. Foram utilizados os testes do Qui-Quadrado e T-Student para analisar as variáveis categóricas e numéricas, respectivamente, com um nível de significância de 5%. Os resultados apontam para um aumento significativo do conhecimento em todos os aspectos abordados para GI (p<0,001). Em relação ao controle metabólico, GI apresentou uma diminuição da HbA1c (p<0,001), glicemia capilar (p<0,001), índice de massa corporal (p<0,001) e circunferência da cintura (p<0,001), quando comparado com GC. Conclui-se que, após a intervenção educativa, ocorreu uma melhora no conhecimento sobre o diabetes, nos parâmetros bioquímicos e antropométricos, o que sugere a importância da autoeficácia (AE) para empoderamento do conhecimento e controle do Diabetes Mellitus.

Background: Children require a nurturing environment to develop optimally and reach their full potential. A critical component of this environment is the health and well-being of caregivers so that they can provide responsive caregiving. It is believed that parents or caregivers of children with ASD will have poorer health and well-being than parents or caregivers of children without ASD. Therefore, parents of children with ASD may require more support to enable them to provide responsive caregiving to these children. Methods: This study was a quantitative study that employed an analytical, comparative design. The purpose of this study is to determine if there is a significant difference in the health and well-being of parents with children with ASD and parents of children without ASD in the South African context. Two hundred and eight participants from two schools in Kwa-Zulu Natal completed a paper-based survey containing 3 questionnaires relating to health-related quality of life; stress, anxiety and depression and parental self-efficacy. Parenting constructs such as stress, anxiety and parental self-efficacy are measured and described, and the association between Health-related Quality of Life and constructs such as stress, anxiety and parental self-efficacy is explored. It took place at a special needs school in KZN and mainstream school in the same district. Results: The results of this study demonstrated a poorer HRQOL in some of the areas of parents of a child with ASD compared to parents of a child without ASD. The results from this study demonstrate the importance for health practitioners to focus on the parents' health and well-being as part of the child's intervention. Conclusion: Intervention is mainly child-focussed however it is important for practitioners to understand the caregiver's health and well-being as this will have a positive influence of the child and in turn, lead to successful intervention. It is therefore important to have a family-centred approach. The QOL of the parents or caregivers of children with ASD will improve through support and intervention which will positively impact on the child's development. If the caregiver is receiving the appropriate support, their QOL will improve and they will be able to provide nurturing care that the child needs.

The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain this aim, a literature study was undertaken to: a) define and describe distance learning, b) describe the nature of learning, c) describe the nature of self-regulated learning and its implications for distance learning, and d) define and classify learning strategies and indicate the relationships between self-regulated learning, the use of learning strategies, and successful learning. Literature indicated a positive relationship between self-regulation, the use of learning strategies, learning success, and academic achievement: learning success results whenever pre-formulated learning goals are attained through the use of self-regulation and applicable learning strategies; and attainment of learning goals results in positive academic achievement. Self-regulated learners, who plan their learning, formulate learning goals, motivate themselves intrinsically, instruct themselves, apply different learning strategies to attain learning goals, continuously monitor and self-evaluate themselves during the learning process, are able to attain the formulated learning goals successfully and perform well academically. The literature review also revealed a high level of self-regulation as one of the prerequisites for performing successfully as a distance learner. Planning personal learning goals, using a variety of learning strategies to attain the goals, determining the correct personal learning tempo, monitoring learning progress, and self evaluating learning outcomes are typical characteristics of self-regulation necessary for effective distance learning and academic progress. The population of the research includes the PU vir CHO - Open Learning Academy-learners registered for the Further Diploma in Educational Management, module PSD 511 (Teaching and Learning) in the North West region of South Africa. The total number of students attending the three contact sessions in September 2000 at five sentra in the North West Province, and who participated in the research, was 143. Three questionnaires were used to obtain personal information, as well as information regarding self-regulation in the learners, namely, a biographical questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self Regulated Learning Questionnaire (SRLQ). The data was statistically analized by means of: a) factor analyses, b) multiple regression analyses, and c) stepwise regression analyses. A difference was found to exists between the variables that determine the academic achievement of successful versus unsuccessful distance learners. Successful distance learners have better developed self-regulated learning skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

The aim of this study was to determine whether a relationship exists between the use of self-regulation by the tertiary distance learner and his or her academic achievement in a specific academic course unit. To attain this aim, a literature study was undertaken to: a) define and describe distance learning, b) describe the nature of learning, c) describe the nature of self-regulated learning and its implications for distance learning, and d) define and classify learning strategies and indicate the relationships between self-regulated learning, the use of learning strategies, and successful learning. Literature indicated a positive relationship between self-regulation, the use of learning strategies, learning success, and academic achievement: learning success results whenever pre-formulated learning goals are attained through the use of self-regulation and applicable learning strategies; and attainment of learning goals results in positive academic achievement. Self-regulated learners, who plan their learning, formulate learning goals, motivate themselves intrinsically, instruct themselves, apply different learning strategies to attain learning goals, continuously monitor and self-evaluate themselves during the learning process, are able to attain the formulated learning goals successfully and perform well academically. The literature review also revealed a high level of self-regulation as one of the prerequisites for performing successfully as a distance learner. Planning personal learning goals, using a variety of learning strategies to attain the goals, determining the correct personal learning tempo, monitoring learning progress, and self evaluating learning outcomes are typical characteristics of self-regulation necessary for effective distance learning and academic progress. The population of the research includes the PU vir CHO - Open Learning Academy-learners registered for the Further Diploma in Educational Management, module PSD 511 (Teaching and Learning) in the North West region of South Africa. The total number of students attending the three contact sessions in September 2000 at five sentra in the North West Province, and who participated in the research, was 143. Three questionnaires were used to obtain personal information, as well as information regarding self-regulation in the learners, namely, a biographical questionnaire, the Motivated Strategies for Learning Questionnaire (MSLQ) and the Self Regulated Learning Questionnaire (SRLQ). The data was statistically analized by means of: a) factor analyses, b) multiple regression analyses, and c) stepwise regression analyses. A difference was found to exists between the variables that determine the academic achievement of successful versus unsuccessful distance learners. Successful distance learners have better developed self-regulated learning skills than unsuccessful distance learners. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2001

Made available in DSpace on 2016-12-06T17:07:04Z (GMT). No. of bitstreams: 1 Gabriel Antunes.pdf: 275611 bytes, checksum: bbfa82b0d122111ef2930ff6233203c2 (MD5) Previous issue date: 2015-07-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study was to analyze the influence of a behavior change program, on self-efficacy, for physical activity of adults and elderly. This research focus on the quantity, almost experimental. The people who were studied consist of 14, 460 adults and elderly, both men and women, registered at two basic health unit in the district of Florianópolis - Santa Catarina. Twenty adults were analyzed: seventeen women and three men, at the average age of 60.5 years. The participants of the study took part of the program Vamos: vida ativa melhorando a saúde , for a period of three months, in 12 meetings, once a week, two hour each meeting. A previously trained person led the program. The instruments used were: diagnostic data file, including gender, date of birth, schooling, occupation, physical diseases and practice of physical activities, self-efficacy scale for applied fitness through interviews and field diary. Descriptive and inferential statistics were used in this program, and a paired student s T-test to analyze the variable of general self-efficacy. The paired student s T-test and Wilcoxon test were used to analyze the date in each self-efficacy scale question. The average frequency of the participants researched was 82.1%. The average rate of self-efficacy understanding, for physical activity, of the participants in the pre-test was 57.0 (SD = 16.8) and post-test was 70.4 (SD = 12.4). From the eighteen answers of the self-efficacy questions, for physical activity, there was significant difference for nine questions, which were related to pressure at work (p=0,047), after recovering from injury (p = 0.021), after going through personal problems (p = 0.005), when feeling uncomfortable performing physical activities (p = 0.020), when having a lot of work to do at home (p = 0.042), when having guests at home (p = 0.031), when having physical activities to be achieved (p = 0.022), during their holidays (p = 0.044) and when having other commitments (p <0.001). Conclusion: The understanding of self-efficacy for physical activity was positively influenced after the intervention of the VAMOS program, even in cases of daily physical activities. It can be noticed that behavior change programs, like this, based on social cognitive theory, can change the understanding of self-efficacy for physical activity in adults and elderly, improving their physical activities. / O objetivo do estudo foi analisar a influência de um programa de mudança de comportamento na autoeficácia para atividade física de adultos e idosos. Esta pesquisa é do tipo quantitativa, quase experimental. A população foi composta por 14, 460 adultos e idosos, ambos os sexos, cadastrados em duas Unidade Básicas de Saúde do distrito sanitário do continente de Florianópolis Santa Catariana. Sendo a amostra 20 indivíduos 17 mulheres e três homens, com média de idade de 60,5 anos. Os participantes do estudo realizaram a intervenção do programa VAMOS vida ativa melhorando a saúde , durante três meses, 12 encontros, uma vez por semana, com duração de duas horas. O programa foi ministrado por uma multiplicadora previamente treinada. Instrumentos: ficha diagnóstica com dados referentes ao sexo, data de nascimento, escolaridade, ocupação, presença de doenças e prática de atividade física, escala de autoeficácia para exercício físico aplicados por meio de entrevista e diário de campo. Utilizou-se a estatística descritiva e inferencial, e para análise da variável autoeficácia geral o Teste T pareado. Para análise dos dados em cada questão da escala de autoeficácia foi empregado o Teste T pareado e o Teste de Wilcoxon. A frequência média dos participantes na intervenção foi de 82,1%. O valor médio da percepção de autoeficácia para atividade física dos participantes no pré-teste foi de 57,0 (DP=16,8) e no pós-teste de 70,4 (DP=12,4). Das 18 respostas das questões da escala de autoeficácia para atividade física houve diferença significativa para 9 questões, que estavam relacionadas à pressão no trabalho (p=0,047), após se recuperar de lesão (p=0,021), após passar por problemas pessoais (p=0,005), quando sente desconforto ao realizar exercício físico (p=0,020), quando tem muito trabalho para fazer em casa (p=0,042), quando há visitas em casa (p=0,031), nas metas com o exercício físico (p=0,022), durante as férias (p=0,044) e, quando tem outros compromissos (p<0,001. Conclusão: A percepção de autoeficacia para atividade física foi positivamente influenciada após a intervenção do programa VAMOS. Inclusive em circunstâncias de atividades físicas de vida diária. Observa-se que programas de mudança de comportamento como o VAMOS, baseados na teoria social cognitiva, podem modificar a percepção de autoeficácia para atividade física de adultos e idosos melhorando a realização de atividades físicas e exercícios físicos.

Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of engagement and learning among learners, including difficult or unmotivated learners. English Second Language (ESL) reading seems to be a substantial problem in Namibia. This research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on aspects which influence teachers‘ TSE with regard to teaching reading. The researcher formed assumptions from the epistemological premises and followed an interpretive approach. A non-probability sampling method was used to select the eight teachers within the four schools of the nearby circuit. The data were collected qualitatively by means of in-depth interviews in order to gather data from teachers‘ individual experiences about intermediate learners‘ low reading skills and teaching reading. Data were analysed and interpreted using Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading. The rationale for this study was to identify gaps related to teachers‘ SEBs and to make suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school environment, as another source that influences teachers‘ SEBs regarding teaching reading. Since the school environment is an additional source of self-efficacy the researcher recommend further research that can establish evidence on how school environment influences SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

Teacher self-efficacy beliefs (TSE) are an important attribute of effective teachers. Teacher efficacy refers to a teacher‘s belief in his or her abilities to bring about valued outcomes of engagement and learning among learners, including difficult or unmotivated learners. English Second Language (ESL) reading seems to be a substantial problem in Namibia. This research aimed to explore rural Namibian grade 4-6 teachers‘ self-efficacy beliefs regarding the teaching of ESL reading. The research was based on Bandura (1997)‘s well-known four sources of self-efficacy, and the Linnenbrink and Pintrich (2003) engagements to focus on aspects which influence teachers‘ TSE with regard to teaching reading. The researcher formed assumptions from the epistemological premises and followed an interpretive approach. A non-probability sampling method was used to select the eight teachers within the four schools of the nearby circuit. The data were collected qualitatively by means of in-depth interviews in order to gather data from teachers‘ individual experiences about intermediate learners‘ low reading skills and teaching reading. Data were analysed and interpreted using Atlas.ti ™. The purpose of this research was to identify issues regarding rural Namibian teachers‘ self-efficacy beliefs that relate to teaching English Second Language (ESL) reading. The rationale for this study was to identify gaps related to teachers‘ SEBs and to make suggestions to improve teachers SEB‘s. The researcher identified a fifth source, the school environment, as another source that influences teachers‘ SEBs regarding teaching reading. Since the school environment is an additional source of self-efficacy the researcher recommend further research that can establish evidence on how school environment influences SEBs with regard to reading achievements. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014