Biblioteka Nauki

1

Poczucie własnej skuteczności jako czynnik różnicujący samodzielne uczenie się studentów

100%

Violetta Rodek V. R.

Studia Edukacyjne

|

2020

|

nr 58

107-122

EN

The article presents empirical and diagnostic research aiming to recognise how a generalised feeling of self-efficacy differentiates students’ independent learning. In the research, Generalized Self – Efficacy Scale (GSES) was applied (according to R. Schwarzer, M. Jeruzalem, in the Polish adaptation by Z. Juczyński) as well as a free-form interview, partially categorised. The study group was composed of 215 intentionally selected pedagogy students, following full-time and part-time courses. The variable adopted in the research differentiates the view of students’ independent learning, mainly in terms of the degree of involvement in their own learning. A high level of self-efficacy seems to be related to regularity, persistence in learning, consistency, the ability to focus on longer periods of learning, as well as the ability to plan and organize one’s own learning process. A generalized sense of self-efficacy, however, is not critical to how we understand the concept of learning, assigning value to it, and the used learning techniques.

2

Increasing Pre-service Kindergarten Teachers’ Mathematics Teaching Efficacy through Lesson Study

77%

Mihajlović A.

The New Educational Review

|

2019

|

tom 55

89-99

EN

The study aimed to investigate the effects of Lesson Study on the self-efficacy beliefs of pre-service kindergarten teachers. A quasi-experimental design with two parallel groups was used. The sample consisted of 49 students divided into a control group (27) and an experimental group (22). The pre-service kindergarten teachers in the experimental group followed an adjusted Lesson Study design, while the control group followed the traditional way of pre-service teaching practice. Findings indicate that there was no significant difference in teacher self-efficacy total scores between the groups, but there was a significant difference in the self-reported competence to effectively teach mathematics lessons and ability to get and keep pupils motivated.

3

Self-Efficacy in the Pre-Gradual Training of Occupational Subject Teachers

77%

Duda M. , Kráľová Z. , Porubčanová D. , Bursová J.

The New Educational Review

|

2022

|

tom 68

162-170

EN

The study presents a survey of perceived teacher self-efficacy on a sample of future and beginning Slovak secondary school teachers in two research approaches. The research aimed to find out the perceived professional proficiency of teacher students and future teachers in didactic readiness in the context of positive psychology. The obtained data from both groups were compared with foreign research results in this area.

4

Potential of the Adolescents, Suffering from Inflammatory Bowel Disease, for Overcoming Difficulties and Achieving the Intended Goals

77%

Wardak K. , Celińska-Cedro D.

Polish Journal of Public Health

|

2015

|

tom 124

|

nr 4

178-182

EN

Introduction. Self-efficacy is one of the most important determinants of behavior of adults and adolescents. The degree of self confidence attributable to oneself in order to overcome the difficulties of life and to achieve one's goals, both in healthy subjects and patients, determines the size of the effort and perseverance in taking action. According to The World Health Organization till 2020, chronic diseases will be the major cause of disability, and can be one of the most costly health problems. Therapy of chronic illness on the threshold of adult life requires, in addition to a comprehensive medical approach, the patient's active participation in the implementation of the treatment process. Therefore, the potential of young people entering adult life with the burden of diagnosed disease may indicate the direction of education of the chronically ill adolescents. Aim. The aim of this study was to assess the potential of young people, both healthy and diagnosed with a chronic disease, to overcome difficulties of life. Material and methods. The study used a questionnaire and KompOs scale (Personal Competence Scale), a standardized test in the field of Health Psychology. The study included 80 subjects aged 15-18 years, 40 patients with inflammatory bowel disease treated in the IP-CZD in Warsaw and 40 healthy students from Rzeszow. The study used a questionnaire and KompOs scale (Personal Competence Scale), a standardized test in the field of Health Psychology. It allows the evaluation of such features in subjects such as strength and endurance needed to take action and then to continue it. Results. For young people despite of their health state the age of majority is mainly associated with a sense of autonomy, pursuing the job and the sense of responsibility for themselves and their families, without arousing fear in any of those groups. Parents of adolescents with IBD, however, still show too excessive protectiveness, and only 32.5% of children has a different view on that in comparison with 82.5% a group of healthy children. The sum of the results obtained on a scale KompOs, in both studied groups is at the same level of average values, (6 sten). The differences can be seen in correlation with sociodemographic characteristics such as: place of residence, financial situation or fertility families. Youth without chronic disease burden had the average level of self-efficacy (sten 6), whereas young patients diagnosed with IBD had a higher sense of efficacy (sten 7). Children with IBD, residing in large cities, have a higher average number of points in both the overall scale and subscales KompOs like (strength, endurance) than their healthy peers. Conclusions. Young people with non-specific inflammatory bowel disease have a greater sense of strength and perseverance than their peers. The statistical significance between the number of points was obtained in the KompOs scale in the city of <100 thousand. The financial situation of families is different in both groups, especially in the persistence subscale.

5

The Self-efficacy of Physical Education Teachers and Burnout in the Teaching Profession

77%

Sas-Nowosielski K. , Kowalczyk A.

The New Educational Review

|

2019

|

tom 58

179-188

EN

Teachers, including physical education (PE) teachers, are at risk of burning out in their work. The consequences of this syndrome have a negative impact on the teacher themselves and on their students. Therefore it is very important to identify factors that may prevent its occurrence. Self-efficacy is considered one such factor. The aim of the study was to determine if self-efficacy specific to PE teachers is related to their burnout. The study was conducted using a survey method, with the use of the Physical Education Teaching Efficacy Scale [PETES] and the Maslach Burnout Inventory. A total of 401 PE teachers were surveyed. PE teachers turned out to be rather moderately burnt out, except for one dimension - a reduced sense of personal accomplishments - which in almost the whole sample reached high values. Regression analyses conducted for all three dimensions of burnout were significant, explaining from 4% up to 10% of the variance. The dimension of accomplishments was positively predicted by two kinds of self-efficacy: applying scientific knowledge in teaching PE, and teaching students with special needs. Emotional exhaustion was significantly and negatively predicted by assessment efficacy, and using technology efficacy, and positively by accommodating skill level differences of efficacy. Finally, depersonalization was negatively predicted by instructional efficacy.

6

Overovanie modelu na cieľ orientovaného správania aplikovaného na agresiu

77%

Vasková K.

Psychologie a její kontexty

|

2016

|

tom 7

|

nr 1

93-108

EN

The study was aimed to verify Model of Goal Directed Behavior (EMGB) by Perugini and Bagozzi (2001) applied on aggression by Richetin, Richardson and Boykin (2011). Two different studies were performed. Firstly original form of model was verified. In the second study, modification of EMGB through new conceptualization of scale of perceived behavioral control was executed. The research sample consisted together from 385 students of University of P.J. Šafárik and High school in Košice (182 respondents (78 men, 104 women with average age 20,84 years and standard deviation 1,94), who were involved in first study and 203 students (49 men and 154 women, with average age 19,71 and standard deviation 1,99) participated in second study) who were administrated questionnaire by Richetin et al. (2011) and Richardson Conflict Response Questionnaire (Richardson & Green, 2006). Expectancy of comparable relationships between particular factors of EMGB in comparison to its published original version was verified. Data were analyzed by structural equation modeling. In first study was shown insufficient fit of EMGB model. There were hypothesized two main sources of problems. At first, weak relationship between attitudes and behavioral desire was shown. Following statistical procedures confirmed its direct impact on intention, what is in correspondence with another studies (see Leone, Perugini & Ercolani, 2004, Perugini & Bagozzi, 2001, Richetin et al., 2011). Second source of problems was identified in factor named perceived behavioral control. Difficulties from our point of view lied in conceptualization of the term and its subsequent measurement. In the second study was involved new conceptualization of control. It corresponded with Baumeister´s understanding of selfcontrol as asserting control over one´s emotions, thoughts and behavior. After this modification sufficient fit of EMGB was shown. Besides this, factor of self-control was the strongest predictor of behavioral desire. Also important impact of this factor on prevolitional stages of aggressive behavior was identified. Next important predictor of behavioral desire was anticipation of positive emotions, but not negative emotions. These results correspond with theory of self-regulation where behavior that is focused on goal attainment is accompanied with positive emotions (see for example Cacioppo, Gardner & Berntson, 1999, Carver, 2004). Results confirmed not only sufficient model fit, but also explained 53% of variance of behavioral desire, 68% of intention and 37% of behavior. Some limitations should be mentioned - especially unequal gender representation in the second sample. Some results could be affected by lower sample size. For the future we recommend use also other types of aggressive behavior in verification EMGB and also to apply more complex incorporation of inhibition to the model. At last, character of this study is co-relational, therefore further researches should manipulate with key variables in experimental way to appraise main characteristics of stated theoretical background.

7

The Examination of the Factors Determining Career Engagement for Students Preparing for a Social Job

77%

Juhász-Klér A. , Varga E.

Practice and Theory in Systems of Education

|

2015

|

tom 10

|

nr 4

363-374

EN

The higher education courses for social experts started more than 25 years ago in Hungary. Since then more than 20 thousand students have earned a degree in social areas. Some of them quit their original jobs whereas a lot of these specialists still provide support as human assistants and regard their profession a career. Due to the huge amount of experience accumulated in both education and practice since then, in our empirical research an answer was sought to the question which personal and professional competencies determine the long-term engagement to a career and how the competency experience of the students correlates with their further career aspirations. In the research nearly 500 responses from students from 8 different Hungarian higher education institutions were analysed by applying questionnaires and tests accepted in international practice together with our own measures. Data were collected about the students’ career decision self-efficiency experiences, their personality traits and also about the question how they see their future profession. Based on our results the students who had a definite idea of their future professional career even during their studies and were determined with improved professional and personal competencies during the training made up a distinct group and were more dedicated to their career. On the basis of our analyses it was empirically proved that the training types which provide opportunities for the conscious monitoring of personal and professional competencies by encouraging the student with their career adjustment are of great significance.

8

Tracking students’ autonomization through emotion traces in logbooks

77%

Chateau A. , Candas P.

Studies in Second Language Learning and Teaching

|

2015

|

tom 5

|

nr 3

395-408

EN

Until relatively recently the impact of emotions on language learning has often been ignored and “the nature and contribution of positive emotions and beneficial emotional states deserves further attention” (Bown & White, 2010, p. 433). Our study focuses on a flexible language learning system that combines different elements: work in a virtual learning environment, group work, counselling sessions and a logbook. One of its objectives is to help students progress towards autonomy-defined as “the capacity to take control over one’s own learning” (Benson, 2011, p. 2)-in their learning of English. The logbook has been shown to be useful in helping students become conscious of the new role they have to play in such a system (Chateau & Zumbihl, 2012). A discourse analysis of 100 logbooks from the 2012-2013 cohort of students showed that the traces of emotions they contained could enable us to identify important steps in the development of autonomy, as well as make hypotheses on the links between emotions, students’ self-efficacy and the development of learner autonomy.

9

Sarah Mercer and Marion Williams, Multiple Perspectives on the Self in the SLA

77%

Derenowski M.

Theory and Practice of Second Language Acquisition

|

2020

|

tom 6

|

nr 1

185-188

10

L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context

77%

Piniel K. , Csizer K.

Studies in Second Language Learning and Teaching

|

2013

|

tom 3

|

nr 4

523-550

EN

Our study describes the relationship of second language learning motivation, self-efficacy, and anxiety; that is, how motivation, cognition, and affect might interact during the process of second language learning. Questionnaire data were collected from 236 Hungarian students studying at various secondary schools. Structural equation modeling was used to investigate the proposed circular relationship of students’ motivated learning behavior, language learning experience, self-efficacy beliefs, and both debilitating and facilitating anxiety. Our results indicate that: (a) the process of motivation is complex and influenced by other individual difference (ID) variables, and (b) the investigation of ID variables in constellations rather than in isolation seems to be more fruitful in understanding language learner differences.

11

Nurses’ generalized self-efficacy in relation to their workplace

77%

Kalandyk H. , Penar-Zadarko B. , Krajewska-Kułak E.

Progress in Health Sciences

|

2016

|

tom 6(2)

92-99

EN

Introduction: Self-efficacy in nurses appears to be of great importance, and is one of the indicators of behaviour Purpose: Nurses’ self-assessment of their generalized self-efficacy in relation to their workplace. Material and methods: The study involved random sample of 570 nurses. A diagnostic survey was carried out using the standardized Generalized SelfEfficacy Scale (GSES). Results: The average value of self-efficacy amounted to 29.3±30. Among the respondents, 56.8% represented category of “high efficacy”, whereas others were of “average efficacy” (32.3%) and “low efficacy” (10.9%). The overall assessment of the nursing profession was higher in participants who presented higher values on GSES scale (R=0.12). The average general level of satisfaction in terms of 20 aspects of professional work was connected with self-efficacy which proved statistically significant. Analysis of self-efficacy score did not indicate statistically significant differences among workplaces. Conclusion: Over half of the participants represented the category of “high efficacy”. The group of nurses employed in district hospitals presented the least instances of low self-efficacy assessment. Individuals who were satisfied with their nursing professional development opportunities had a higher self-efficacy. The higher the perception of self-efficacy, the higher the workplace satisfaction. The average level of satisfaction resulting from various aspects of nursing profession depended on the perception of selfefficacy in the following areas of assessment: professional development opportunity, decisionmaking autonomy, sense of purpose at work, and, to a lesser extent, occupational safety, maintaining work-life balance, and the possibility of communicating with people.

12

Stres w pracy, poczucie własnej skuteczności a zespół wypalenia zawodowego u strażaków

77%

Ogińska-Bulik N. , Kaflik-Pieróg M. , Nina Ogińska-Bulik - Instytut Psychologii Uniwersytetu Łódzkiego , Martyna Kaflik-Pieróg - Katedra Psychologii Wyższa Szkoła Humanistyczno-Ekonomiczna w Łodzi

Acta Universitatis Lodziensis. Folia Psychologica

|

2003

|

tom 07

EN

The aim of the study was to establish the relationship between stress at work, self-efficacy belief and burnout syndrome in fire-fighters. 100 subjects participated in the study. The mean of age was 34 years. The Perceived Job Stress Characteristics Questionnaire, Generalized Self-Efficacy Scale and Maslach Burnout Inventory were used in the study. Positive relationship between stress at work, and two dimensions of burnout syndrome: emotional exhaustion and depersonalization was revealed. Self-efficacy belief appeared factor differentiating level of emotional exhaustion but only in fire-fighters with low level of occupational stress.

13

Poczucie własnej skuteczności – teoria i pomiar

77%

Juczyński Z.

Acta Universitatis Lodziensis. Folia Psychologica

|

2000

|

tom 04

14

Personal resources and marriage satisfaction among women

77%

Kaleta K. , Mróz J.

Psychologia Wychowawcza

|

2018

|

tom 55(13)

131-147

EN

Processes of children’s in the family are partly related to the quality of their parents’ marriage, which is influenced by various factors. Different factors have significant influence on marital quality. In particular, the link between personal characteristics of spouses (e.g. personality traits, attitudes, and values) and marital satisfaction has received much attention. However, there have been few studies concerning partners’ personal resources. The current research examined the effect of self-efficacy and resiliency on marital satisfaction among women. The study has covered 239 married women. Three questionnaires were used: the Wellmatched Marriage Questionnaire (KDM-2; Plopa, 2008), the Resiliency Assessment Scale (SPP-25, Ogińska-Bulik, Juczyński, 2008), and the Generalized Self-Efficacy Scale (GSES, Polish adaptation, Juczyński, 2001). Correlation and regression analyses were performed in this study. Both general self-efficacy and resiliency proved to be positively associated with marital satisfaction in general terms. Self-efficacy also correlated positively with intimacy and similarity, while resiliency correlated positively with all favorable dimensions of marital relation, and negatively with disappointment. Regression analyses showed that one aspect of resiliency – openness to experience and sense of humour – was a significant positive predictor of marital satisfaction.

15

Tracking students’ autonomization through emotion traces in logbooks

77%

Chateau A. , Candas P.

Studies in Second Language Learning and Teaching

|

2015

|

tom 5

|

nr 3

395-408

EN

Until relatively recently the impact of emotions on language learning has often been ignored and “the nature and contribution of positive emotions and beneficial emotional states deserves further attention” (Bown & White, 2010, p. 433). Our study focuses on a flexible language learning system that combines different elements: work in a virtual learning environment, group work, counselling sessions and a logbook. One of its objectives is to help students progress towards autonomy—defined as “the capacity to take control over one’s own learning” (Benson, 2011, p. 2)—in their learning of English. The logbook has been shown to be useful in helping students become conscious of the new role they have to play in such a system (Chateau & Zumbihl, 2012). A discourse analysis of 100 logbooks from the 2012-2013 cohort of students showed that the traces of emotions they contained could enable us to identify important steps in the development of autonomy, as well as make hypotheses on the links between emotions, students’ self-efficacy and the development of learner autonomy.

16

Starostlivosť o seba: Slovenská verzia dotazníka SUPPH

77%

Hricová M. , Janečková L.

Psychologie a její kontexty

|

2015

|

tom 6

|

nr 1

113-120

EN

Background: Strategies used by patients to promote health (SUPPH), 29-item self-report instrument, is used to measure self-care self-efficacy in patients. The subject is asked to rate the degree of confidence in carrying out specific self-care behavior, mainly psychological side of self-care. Original authors found 3-factor and 4-factor structure. However, no data can be found on its performance in Slovak culture. Hence this study aimed to assess reliability, factor structure and validity of SUPPH in Slovak population. Method: A total of 162 undergraduate students completed interviews that included SUPPH, General Self-efficacy Scale and The Self-Care Self-Regulation Questionnaire. Internal consistency was measured by Cronbach's alfa. The factor structure was made by using exploration factor analysis. The validity was studied by correlations the main instrument with related instruments, which asses self-care and self-efficacy. Results: Cronbach alfa reliability coefficients surpassed the 0.70 criteria. A principal component factor analyses with orthogonal varimax rotation identified new 3-factors (positive attitude – nine items, decision for better life – five items, coping with stress and anxiety – eight items) structure. Seven items were deleted. The General Self-efficacy and The Self-Care Self-Regulation Questionnaire correlated positively to all factors SUPPH. Especially psychological self-care correlated strong positively with all SUPPH subscales. Conclusion: We became new Slovak version of Strategies used by patients to promote health (SUPPH-SK). Finely 22-items are more evenly distributed into new 3-factor structure.

17

Upbringing to entrepreneurship–experience of the Happy Childhood Foundation

77%

Szaro M.

Problemy Opiekuńczo-Wychowawcze

|

2018

|

tom 568(3)

24-31

EN

School plays an important function in teenagers’ lives. The mission of all educational institutions should be to provide young people with knowledge and prepare them for life in society. School can open doors and offer prospects for a better future. The average teenager spends eight hours a day at school. The school should be friendly and become the main place of development. The labour market is changing, so the task of the school should be to create an entrepreneurial attitude. The psychological term which connects this two facts is called self-efficacy. Self-efficacy is defined as a personal judgement of “how well one can execute courses of action required to deal with prospective situations”. School success is composed of good marks and good functioning in the school environment. Creating school adjustment should be a necessity for teachers, not a choice. “School of Entrepreneurship” is a program for young people to create the self-efficacy in the student life. The program was created by Happy Childhood Foundation in Lublin and was attended by about 1800 students in 2017. This article describes this program and how important it is for students is to improving the self-efficacy and be brought up to entrepreneurship.

18

Testing Students’ Entrepreneurial Self-Efficacy as an Early Predictor of Entrepreneurial Activities. Evidence From the SEAS Project

77%

Zięba K. , Golik J.

Journal of Entrepreneurship, Management and Innovation

|

2018

|

tom 14

|

nr 1

91-108

EN

Over the last forty years, since Bandura (1977) introduced the concept of self-efficacy, there have been a constantly growing number of research publications using this concept. Its early development resulted in the creation of a new construct of entrepreneurial self-efficacy (ESE) proposed for the first time by (Chen et al. 1998). Since then, many different groups of research concerning ESE have emerged - one of them is the study of ESE of students. With regard to this particular group, a recent tendency to study ESE in a pre-post setting can be noticed i.a. Karlsson, Moberg (2013), Shinnar, Hsu, Powell (2014), Ismail, Zain, Zulihar (2015). Due to the increasing interest in entrepreneurial self-efficacy research and the need to fill the gap in the literature with regard to European post-communist countries (and particularly – Poland) (Drnovsek, Wincent, Cardon, 2010), in this paper we present a brief overview of ESE research and pose the question whether ESE of Polish students can serve as an early predictor of their subsequent entrepreneurial activities, potentially leading them to nascent entrepreneurship. The research material was collected from the SEAS (Survey on Entrepreneurial Attitudes of Students) Project carried out at the Faculty of Management and Economics, Gdańsk University of Technology. The research sample was composed of 72 students - ESE was measured in a pre-post setting using a single item based on a five-point Likert scale. One of the research conclusions is that ESE manifested by student-beginners seems to influence their later entrepreneurial behavior in a statistically significant way - potentially making ESE a valuable early predictor of future entrepreneurial activities. In the concluding part of the study, limitations are discussed and future study developments are indicated.

19

Sebaúčinnosť

77%

Barinková K. , Mesárošová M.

Psychologie a její kontexty

|

2011

|

tom 2

|

nr 2

155-164

EN

Self-efficacy conceived as a belief in man's ability to organize and perform activities that are necessary to achieve results becomes an important factor in human performance. The nature of this construct is composed of the internal resources in terms of skills and resources from the environment, leading to understand human as a social being. Based on the need for differentiation of this concept to other constructs and understanding its importance in the individual system activities, this study describes self-efficacy in terms of its definition and sources. Emphasis on clarification of understanding of self-efficacy as an important factor of human behavior may lie in its definition and operational model clearer substantiation, rather than in using this term in the narrow context of specific research.

20

Relationship of Different Perceived Exertion Scales in Walking or Running with Self-Selected and Imposed Intensity

77%

Dias M. R. C. , Simão R. , Machado G. H. R. , Furtado H. , Sousa N. F. , Fernandes H. M. , Saavedra F. J. F.

Journal of Human Kinetics

|

2014

|

tom 43

|

nr 1

149-157

EN

The aims of this study were to: (1) compare the Heart Rate (HR) and Rating Perceived Exertion (RPE) in training with self-selected and imposed loads, and (2) associate the OMNI-Walk/Run and Borg scales with self-selected and imposed loads, both on a treadmill. Ten trained men (20.3 ± 2.0 years, 75.6 ± 9.8 kg, 175.1 ± 5.1 cm) participated in a training program with self-selected load (time and speed individually preferred) and another with imposed load (even self-selected time and speed 10% higher). The HR and RPE were measured, every minute of training, by the OMNIWalk/ Run and Borg scales. No significant differences were found in the HR and RPE between training sessions. The correlation between the OMNI-Walk/Run and Borg scales showed a moderate association (r = 0.55) in training with self-selected load and a strong association in imposed load (r = 0.79). In this study, self-selected load induced a suboptimal stimulus to elicit favorable organic adaptations. Moreover, high correlation of OMNI Walk/Run and Borg scales with the imposed load showed that the greater the load of training the best were answers of RPE.