Wyniki wyszukiwania - Biblioteka Nauki

1

INDIVIDUAL DIFFERENCES CONCERNING THE IMPACT OF FEEDBACK SPECIFYING THE ROLE OF CORE SELF-EVALUATIONS

100%

Krenn B. , Wuerth S. , Hergovich A.

Studia Psychologica

|

2013

|

tom 55

|

nr 2

95 – 110

EN

The impact of feedback on performance turned out to be inconsistent with respect to the significance of a wide range of moderating variables. Concerning personality traits, generalized self-efficacy, self-esteem, locus of control, and emotional stability has been shown to affect the processing of feedback. So far, feedback research has observed these traits in isolation, neglecting their interrelations. This study was carried out to investigate the impact of an integrative, higher order concept including these traits (termed as core self-evaluations) on the effects of feedback interventions. Participants (N = 471) received manipulated positive, negative or no feedback (control group) in the scope of two test performances conducted on the computer. Confirmatory factor analysis corroborated the concept of core self-evaluations. Repeated measures ANOVA did not reveal an effect of core self-evaluations on the impact of feedback. Considering the single traits, solely self-esteem turned out to affect the power of feedback.

2

HOW TO MAINTAIN HEALTH-PROMOTING BEHAVIORS: THE ROLE OF ACTION PLANS AND SELF-EFFICACY

100%

Luszczynska A.

Kolokwia Psychologiczne (Psychological Colloquia)

|

2006

|

tom 14

189-198

EN

Health behaviors have a profound effect on health. Besides welldocumented relations between health behaviors, cardiovascular diseases, and cancer, there is a growing body of evidence that certain health behaviors are related to neurogenesis. Health behavior change may be defined as a process, consisting of the intention formation, an initiation and maintenance of a health behavior, and finally relapses. Social-cognitive variables, such as action plans and self-efficacy are among key facilitators of the initiation, maintenance and recovery from relapses. The role of these variables may be phase-specific: some variables (i.e., action planning) may play a profound role only in certain phases (i.e., the initiation and maintenance), remaining irrelevant in other phases. Different types of self-efficacy promote initiation, maintenance, and recovery form lapses. The paper discusses studies showing effects of action planning and phase-specific self-efficacy on health behavior change among young healthy adults, patients after myocardial infarction and people with overweight or obesity.

3

OSOBNOSTNÉ FAKTORY PRACOVNEJ SPOKOJNOSTI

100%

Fecková J. , Kopaničáková M.

Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied

|

2015

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tom 18

|

nr 3

-

EN

The aim of this paper is a) to analyse the relationship between a job satisfaction and personality traits (Big 5) and b) locus of control and self-efficacy and self-esteem. The research sample consists of 137 employed respondents, 73.7% are full-time employed, on part-time is employed 5.8% of respondents, 13.1% are self-employed and 7.3% of respondents has employment agreement. The average age of the research participants is 40.5 years, SD=14, 43, minimal age is 18 years and maximal 62 years. The sample consists of 43.8% men and 56.2% women. The results of the study describe the level of job satisfaction in relation to personality traits, internality/externality and the characteristics of self-evaluation (self-esteem and self-efficacy). The aim of the comparative analysis was to identify gender and parenthood differences in the context of job satisfaction. Part of analysis is to examine the degree of influence of selected factors on the overall level of job satisfaction.

4

SELF-EFFICACY IN PRESCHOOL CHILDREN

100%

Horakova-Hoskovcova S.

Studia Psychologica

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2006

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tom 48

|

nr 2

175-182

EN

The concept of self-efficacy has proved useful for studying preschool children. These children show high self-efficacy, optimism and will to acquire new experience. It is useful to support children in a positive way, because we build a good and steady base for resisting in various life events and situations. Parents are the most important factor for cultivating self-efficacy in their children. The manner in which parents mediate different experiences to children and how they lead them through new and stressing situations, basically influences the style, how they will deal with new and stressing situations when they grow up. The present study examines these statements by means of qualitative methods.

5

INFLUENCE OF THE LEVEL OF SELECTED SELF SYSTEM COMPONENTS ON DECISION MAKING IN THE EXPERIMENTAL PDG SITUATION

100%

Kovacova E. , Sarmany-Schuller I.

Studia Psychologica

|

2008

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tom 50

|

nr 1

11-30

EN

We used the experimental no-zero sum Prisoner's Dilemma Game (PDG) to discover the regulatory function of self-esteem and self-efficacy in decision-making in regard to the cooperative and/or competitive behavior. The experimental sample consisted of 80 students from different types of secondary schools between the ages 16 -19, AM = 17.00, SD = 1.15, who were administered the Rosenberg self-esteem scale, RSES (Rosenberg, 1965) and General self-efficacy scale, GSES (Jerusalem, Schwarzer, 1981) prior to the PDG implementation. 20 girl and 20 boy dyads, based on a voluntary selection, completed a set of 20 PDG games. We did not discover any significant relation between the selected self system concepts and decision-making in PDG. The result on the significance level p > 0.05 was also determined within the level comparison of L (cooperative)/P (competitive) choice in the whole PDG set between the groups of adolescents with a different level of self-esteem/self-efficacy. In accordance with the L and P choice frequency in the individual games we detected stabilization in the strategy choice during choices 10 - 19: in persons with high self-efficacy towards cooperation, in persons with low self-efficacy towards competitiveness. The preferred strategy corresponded to the initial choice. Also determined was decision-making stability in adolescents with high self-assessment, and that towards competitive strategy during choices 6 - 10. On the other hand, persons with low self-esteem level had a tendency to higher risk, and to search for optimal behavior strategy throughout the whole PDG set. We interpret the findings from the viewpoint of social-cognitive theory and conceptual self-esteem determination.

6

VPLYV ZAPAMÄTANÉHO RODIČOVSKÉHO SPRÁVANIA NA VNÍMANÉ BEZPEČIE

100%

Kopaničáková M.

Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied

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2014

|

tom 17

|

nr 4

-

EN

The main objective of the presented study was to determine whether there is a relationship between selected variables of perceived safety /fear of crime/ (perceived risk, perceived sense of security and preventive behaviour), 3 types of retrospective parental behaviour and self-efficacy. We were interested also whether there are differences in remembered parental behaviour by the respondents who have experienced some kind of victimization and those who have no experience with crime. The research sample represented 265 university students (including 83 men and 182 women) with different study focus of an average age of about 22 years. The results show that if respondents perceived their parents as controlling and protective, they showed more preventive behaviour, and the greater sense of perceived risk. The results showed that respondents who had experience with some kind of victimization, perceived parental behaviour as less unfavourable, more emotionally warm and less hyper-protective compared with those who did not have direct experience with some kind of crime. The self-efficacy of these groups did not differ significantly.

7

AGENTS PEDAGOGICAL: BOOTSTRAPPING REFLEXIVE PRACTICE THROUGH THE PSYCHOLOGICAL RESOURCES OF SELF-AGENCY

100%

Maclellan E.

Pedagogický časopis (Journal of Pedagogy)

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2016

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tom 7

|

nr 2

79 – 96

EN

Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher-agency is necessary for effective reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform work practices. Secondly, the emphasis on teacher cognition marks a departure from teaching being characterised in terms of observable behaviours and gives way to teaching being construed as thoughtful behaviour. Nowadays, teachers are understood not merely as mechanical implementers of external prescription but as active decision-makers who interpret what they read/are told through their own conceptual lenses. Given the importance of teachers in their own professional learning, and the centrality of teacher cognition as the conduit through which they plan and enact pedagogical activities, it is a non-trivial matter to understand the dynamics at play in being an agentic teacher. Using a lens of psychological literature, this conceptual analysis explores how the tools of self-efficacy, self-regulation, and self-determination interact with reflexive practice.

8

POSITIVE ORIENTATION AND GENERALIZED SELF-EFFICACY

88%

Oleś P. K. , Alessandri G. , Oleś M. , Bak W. , Jankowski T. , Laguna M. , Caprara Gian V.

Studia Psychologica

|

2013

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tom 55

|

nr 1

47 – 59

EN

The beliefs that people hold about themselves, their life and future are important and mutually related constituents of psychological functioning and well-being. In this paper, we investigated the relationship between positive orientation and generalized self-efficacy. The sample consisted of 672 participants aged 15-72 years (274 males). The results confirmed the first hypothesis that positive orientation and generalized self-efficacy constitute two distinct but correlated constructs. The results were confirmed across the three age groups and, contrary to the second hypothesis, age was not confirmed as a moderator of the relationship between positive orientation and self-efficacy.

9

THE RELATIONSHIPS BETWEEN MATH ANXIETY, MATH ATTITUDES, AND SELF-EFFICACY: A STRUCTURAL EQUATION MODEL

88%

Ahmed A. , Kurbanoglu Izzet N.

Studia Psychologica

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2011

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tom 53

|

nr 3

263-273

EN

The purpose of this study is to examine the relationships between math anxiety, math attitudes, and self-efficacy. Participants were 372 university students who were enrolled in Sakarya University, in Turkey. In this study, the Revised Mathematics Anxiety Rating Scale, the Mathematics Attitudes Scale, and the Self-efficacy Scale were used. Using correlation analysis, math anxiety was found negatively related to positive attitudes and self-efficacy and positively to negative attitudes. On the other hand, positive attitudes were found positively associated with self-efficacy and negatively with negative attitudes. According to the path analysis results, positive attitudes were predicted positively and negative attitudes predicted negatively by self-efficacy. Also, self-efficacy and positive attitudes predicted math anxiety in a negative way and negative attitudes predicted math anxiety in a positive way. Results were discussed in the light of literature.

10

SVEDOMITOSŤ, ŠTRUKTURÁLNY ŠTÝL, SEBAÚČINNOSŤ A FYZICKÁ AKTIVITA PUBESCENTOV

88%

Gajdošová B. , Orosová O.

Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied

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2014

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tom 17

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nr 1

-

EN

The aim of the study was to explore the differences in personality factors such as conscientiousness, resilience as a structural style and general and social self-efficacy between primary schoolboys and girls, divided according to the frequency of physical activity. One -way ANOVA followed by Scheffe post hoc tests was used and confirmed statistically significant differences in frequency of physical activity between girls and boys, with boys showing higher frequency. Furthermore, differences were found in personality factor conscientiousness, resilience as a structural style and general self-efficacy in the explored groups divided according to their physical activity and gender.

11

JOB CRAFTING, WORK ENGAGEMENT, BURNOUT: MEDIATING ROLE OF SELF-EFFICACY

88%

Rošková E. , Faragová L.

Studia Psychologica

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2020

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tom 62

|

nr 2

148 – 163

EN

Based on the Job Demands-Resources model (JD-R), the aim of this study was to verify work engagement and burnout prediction models in relation to self-efficacy and the following four job crafting strategies: increasing structural job resources, increasing challenging job demands, increasing social job resources, and decreasing hindering job demands. Data was obtained by using questionnaires. The sample comprised 178 employed participants between 20 and 58 years of age. The results indicated that crafting challenging demands (e.g., seeking extra tasks) and social job resources (e.g., asking for feedback on job performance) was positively associated with work engagement. Behavioural strategies connected with the avoidance of difficulties at work (decreasing hindering job demands), associated with younger age of employees in managerial positions, significantly contributed to burnout. Self-efficacy as a personal source partially mediated the relationship between increasing challenging job demands and work engagement. Participants in managerial positions indicated a higher level of job crafting, work engagement, and self-efficacy as opposed to individual contributors. The results of the study are practically applicable in organizations in the form of stimulations, management, and the support of those job crafting strategies that contribute to benefits on an individual and organizational level.

12

COUNTERFACTUAL THINKING AND PROACTIVE COPING

88%

Ruiselova Z. , Prokopcakova A.

Studia Psychologica

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2010

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tom 52

|

nr 4

291-299

EN

This study focuses on selected characteristics of counterfactual thinking related to effectiveness of coping (represented by sense of coherence SOC and self-efficacy GSES) and proactive coping. The authors focus on anxiety among personality characteristics related to the proactive coping and counterfactual thinking. The results show a higher level of proactive and preventive coping, as well as higher SOC and GSES, related to positive opinion of the helpfulness of counterfactual thinking in solving possible future problems and to lower anxiety.

13

HOW DOES COGNITIVE APPRAISAL LEAD TO PERCEIVED STRESS IN ACADEMIC EXAMINATIONS?

88%

Rovira T. , Edo S. , Fernandez-Castro J.

Studia Psychologica

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2010

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tom 52

|

nr 3

179-192

EN

Two experiments were carried out to clarify whether the relation between primary appraisal, outcome expectancies and self-efficacy (Experiment 1) or self-confidence (Experiment 2) are interactive or additive when determining perceived stress level. This was tested in two threatening moments of the academic examination stress process: the anticipatory stage, when preparing for it (Experiment 1); and the after-exam stage, when waiting for the grade (Experiment 2). For both studies 29 cards were designed representing different exam scenarios, and perceived stress level was measured for each card. The analysis of variance shows, that students combine information about primary appraisal and outcome expectancies additively, and information about outcome expectancies and self-efficacy (Experiment 1) or self-confidence (Experiment 2) interactively. The combination of primary appraisal and self-efficacy (Experiment 1) is interactive, and that of primary appraisal and self-confidence (Experiment 2) is additive. The findings suggest that distinguishing outcome expectancies from self-efficacy or self-confidence is necessary to understand the appraisal process underlying examination stress judgments.

14

The motivation to eat a healthy diet: How intenders and nonintenders differ in terms of risk perception, outcome expectancies, self-efficacy, and nutrition behavior

88%

Renner B. , Schwarzer R.

Polish Psychological Bulletin

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2005

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tom 36

|

nr 1

7-15

EN

According to health behavior theories, health behaviors are governed by intentions and health beliefs, such as risk perception, outcome expectancies, and self-efficacy beliefs. The present study deals with the role that these factors play when it comes to adopting or maintaining a healthy diet. Moreover, objective parameters, such as age, gender, body weight, blood pressure, and total cholesterol, were considered. In a sample of 1,782 men and women between 14 and 87 years of age, it was found that risk perception was more closely related to objective parameters than to social-cognitive variables and self-reported nutrition. The intention to adhere to a healthier diet served as a mediator between self-efficacy, outcome expectancies, and risk perception on the one hand, and preventive nutrition on the other. In addition, intention was specified as a moderator, making a distinction between nonintenders and intenders. It turned out that these two groups were differently motivated to eat healthy foods.

15

ACADEMIC OPTIMISM AND NON-COGNITIVE OUTCOMES IN CZECH LOWER SECONDARY SCHOOLS

88%

Simonová J. , Straková J. , Greger D.

Sociológia (Sociology)

|

2019

|

tom 51

|

nr 3

313 – 336

EN

Educational effectiveness research shows that teacher beliefs influence how teachers interact with students and thus affect not only the quality of their instruction but also students’ learning outcomes. A teacher’s interpersonal relationship styles, supportiveness, and mind set with regard to all students’ abilities to succeed were found to be predictive not only of students’ academic achievement, but also of non-cognitive outcomes such as engagement in school, learning motivation, or positive social development. The purpose of this paper is to explore the relationship between three non-cognitive outcomes of Czech lower secondary students in grade 9, perseverance, self-efficacy, and educational aspirations, and the attitudes of their teachers that are operationalized as academic optimism. The data set used for the analysis presented in this paper contained data from 4798 grade 9 students and 1469 teachers from 124 basic schools and 39 grammar schools that was collected in the Czech Longitudinal Study in Education in 2016. Two-level structural equation modelling is used to test the hypothesis that students’ non-cognitive outcomes are related to the academic optimism of their teachers. Academic optimism was directly related to both students’ self-efficacy and class composition according to socio-economic status. These are very important findings with respect to tracking practices in the Czech education system since they exhibit not only early tracking but also a strong differentiation within individual tracks according to socio-economic status.

16

PREDICTORS OF ENTREPRENEURIAL INTENTIONS OF STUDENTS OF ECONOMICS

88%

Jakopec A. , Miljković-Krečar M. , Sušanj Z.

Studia Psychologica

|

2013

|

tom 55

|

nr 4

289 – 297

EN

The aim of this empirical research is to verify the contribution of entrepreneurial tendencies and abilities, perceived entrepreneurial self-efficacy and desirability of entrepreneurship to the entrepreneurial intentions. This model was generated according to the framework of the Theory of planned behaviour and Model of the entrepreneurial event. Data was collected from a sample of undergraduate students of economics and analysed with SEM. The results show that the self-assessment of entrepreneurial tendencies and abilities is positively associated with the perceptions of entrepreneurial self-efficacy and desirability of entrepreneurship, which also contributes positively to explanation of entrepreneurial intentions. In addition, it was found that entrepreneurial tendencies and abilities influence entrepreneurial intentions only indirectly, through entrepreneurial self-efficacy and desirability of entrepreneurship. Finally, entrepreneurial tendencies and abilities, entrepreneurial self-efficacy and desirability of entrepreneurship together, explain most of the variance of the entrepreneurial intentions. Educational implications of obtained results are being discussed.

17

MODERATING EFFECTS OF SELF-EFFICACY IN THE RELATIONS OF THE PERFECTIONISM AND DEPRESSION

88%

Zhang B. , Cai T.

Studia Psychologica

|

2012

|

tom 54

|

nr 1

15 – 21

EN

The purpose of this study was to provide a better understanding of the link between perfectionism and depression by examining the role of self-efficacy as a moderator in the relationship. Using a convenient sampling method, a sample of 570 university students completed Almost Perfect Scale-Revised (APS-R), General Self-Efficacy Scale (GSE) and The Beck Depression Inventory (BDI). Correlation analyses indicated that maladaptive perfectionism was positively correlated with depression, and negatively correlated with self-efficacy. In contrast, adaptive perfectionism was positively correlated with self-efficacy, and was not correlated with depression. Moreover, the present study confirms the moderating effect of self-efficacy between maladaptive perfectionism and depression in Chinese university students. The results support the notion that adaptive perfectionism is distinct from maladaptive perfectionism. Some practical implications of the present findings are discussed.

18

MOTIVATION AND SELF-EFFICACY IN STUDENTS ATTENDING HETEROGENEOUS AND ABILITY-GROUPED CLASSES

88%

Peklaj C. , Zagar D. , Pecjak S. , Puklek L. M.

Studia Psychologica

|

2006

|

tom 48

|

nr 4

333-347

EN

The purpose of the study was to find out if the students who attend the classes with ability grouping differ from the students in heterogeneous classes in their school motivation and academic self-efficacy in the various school subjects. We also tried to determine the differences in motivation and self-efficacy between the students in the low-, medium- and high-ability groups. The experimental group (EG) was composed of 584 students attending ability-grouped classes and the control group (CG) comprised 303 students attending the heterogeneous classes. The data on motivation and self-efficacy were collected three times during the years 2000-2002. In general, we can conclude that no differences were found in the level of the intrinsic and extrinsic motivation in the students attending the classes with the partial setting and the students attending the heterogeneous groups in all the subjects. The results of the study confirmed a decline in students' intrinsic and extrinsic motivation as well as in self-efficacy during the two-year interval. The highest intrinsic motivation and self-efficacy in all subjects were found in the high ability group and the lowest results were found in the low ability group. The implications for further research and practice concerning ability grouping in the primary schools are discussed. .

19

Wzorce aktywności studentów w Internecie

75%

Rudnicka P.

Psychologia Społeczna

|

2007

|

tom 2

|

nr 3-4(5)

214-224

EN

This article presents characteristics of internet activity and their psychological determinants among students. Four groups of users, differing with respect to temporal and quantitative patterns of activity, were identified with the help of cluster analysis. The largest group were users whose activity can be described as balanced, followed by a group of heavy users and by two groups with limited activity due either to restricted internet access or to an unwillingness to use the internet. Results of statistical analysis showed that the four groups differed significantly on demographic variables and on psychological traits such as self-efficacy, internet and computer anxiety, and attitudes towards the Internet.

20

PREDICTORS OF TEACHER BURNOUT IN MIDDLE EDUCATION: SCHOOL CULTURE AND SELF-EFFICACY

75%

Öztürk M. , Berrin Bulut M. , Yildiz M.

Studia Psychologica

|

2021

|

tom 63

|

nr 1

5 - 23

EN

This study aimed to investigate the extent to which school culture and self-efficacy predicts teacher burnout. The research was conducted on 284 (Mage = 36.15, SDage = 8.34; 51.4% females) middle school teachers from 12 Turkish middle schools. The data were collected utilizing the School Culture Scale, Teachers’ Sense of Efficacy Scale, Maslach Burnout Inventory and personal information form. Structural equation model was used to analyse whether school culture and self-efficacy predicts teacher burnout or not. Findings showed that school culture dimensions of bureaucratic culture and task culture had a statistically significant positive association with efficacy for student engagement and efficacy for instructional strategies. Task culture had also a significant positive association with efficacy for classroom management. Although success culture was negatively associated with both emotional exhaustion and depersonalization, bureaucratic culture had a positive association with depersonalization. Efficacy for student engagement was negatively associated with emotional exhaustion. The results of this study support the importance of school culture for self-efficacy and burnout. The findings were discussed within the scope of burnout literature.