Self-Efficacy and Externality in Adolescence: Theoretical Conceptions and Measurement in New Zealand and German Secondary School Students

It is argued that the development of self-efficacy represents a central aspect of development in adolescence for 3 reasons. First, self-efficacy is an important predictor for actual efficacy and, thus, is a major component of the individual's ability to act suc-cessfully. Second, self-efficacy is a major action-guiding aspect of the self-concept. Third, both aspects can be combined in an action model of personality, which provides the framework for the development of a standardized questionnaire for self-efficacy and externality from a personality psychology point of view. To validate this questionnaire, a study was conducted with 215 New Zealand and 221 German secondary school students ages 16 to 17 years using a German and an English version of the inventory. Item parameters as well as scale parameters of the English and the German versions of the inventory, were satisfactory and comparable. First validity analyses reveal no significant scale differences for girls versus boys; no significant scale differences between New Zealand and German adolescents; and some rather weak, but significant, positive correlations of self-efficacy to academic performance and perceived classroom climate.     

Procrastination in College Students: The Role of Self-Efficacy and Anxiety

In this study, the authors examined the relationships among procrastination, efficacy expectations, anxiety, gender, and age for 141 university students. Participants were asked to think about a major project and to rate their efficacy regarding the skills needed to accomplish the project. Bivariate correlations showed that efficacy expectations and anxiety had significant, individual relationships with procrastination. When these variables were entered into a regression model, only cumulative efficacy strength was a significant predictor of procrastination. Implications for practice and research suggestions are discussed.     

初中生学业自我效能、学习动机与学业成绩的关系

本研究使用学业自我效能量表和学习动机量表对初中生进行测量 ,并对测量结果与学业成绩间的关系进行了分析。结果发现 :学生学业自我效能、学习动机和性别是学业成绩的良好预测变量源 ,其中以学业自我效能的效应最为明显 ;学习动机与学业成绩之间并非单纯的线性关系。     

中学生学习策略运用、学习效能感、学习坚持性与学业成就关系的研究

本研究随机选取初一、初二、高一、高二年级共442人为被试,采用协方差结构模型考察了中学生学习策略运用、学习效能感、学习坚持性与学业成就之间的关系。研究结果表明：(1)学习策略运用、学习效能感、学习坚持性与学业成就之间都存在显著的正相关;(2)学习策略运用、学习效能感直接影响学生的学业成就,学习坚持性则通过影响学生学习策略的运用间接影响学业成就,学习效能感与学习坚持性二者相互影响;(3)学习策略运用、学习效能感、学习坚持性对学业成就的影响效应依次为,学习效能感最大,学习策略运用其次,学习坚持性再次。     

中学生学习效能感的结构与测量

1 前言 学习效能感是指学生对自己学习能力的信念,即对自己能否完成学习任务和进行具体学习活动的能力的主观评估。它在理论上来源于班杜拉(A·Bandura)的自我效能理论。自我效能感是班杜拉自我效能理论的核心概念。他认为,所谓自我效能感,即个体对自己在特定情境中能否组织和执行某种行为,实现特定的行为目标的信念体系。自我效能感水平     

Object Relations and Ego Development: Comparison and Correlates In Middle Childhood

The significance of ego development and object relations for adaptation and adjustment in middle childhood was examined in a study of 92 nine- to twelve-year-old children. Subjects completed the Sentence Completion Test (SCT) and the Blatt Object Relations Scale (BORS) in individual sessions. BORS ratings were factor analyzed and a predominant factor of parental nurturance emerged. This factor was positively related to children's self-reported perceptions of parental involvement and autonomy support but was unrelated to the SCT. SCT findings revealed an expected pattern for middle childhood with the preponderance of children falling into impulsive, self-protective, and conformist stages of ego development. Both the SCT and BORS were examined in relation to aspects of children's cognitive and social functioning, assessed via teacher ratings, peer sociometrics, self-evaluations, and academic achievement records. Results showed that the SCT was primarily related to cognitive complexity variables, while the object relations measure was associated with both peer and self-evaluations. These nonoverlapping relations with varied child outcomes are discussed both in terms of methodological limitations and theoretical significance.     

Proactive Personality and Innovative Work Behavior: the Mediating Effects of Affective States and Creative Self-Efficacy in Teachers

The purpose of the current study was to examine the influence proactive personality on innovative work behavior in teaching profession and investigate the potential mediating effects of affective states and creative self-efficacy on this relationship. Proactive Personality Scale, Positive and Negative Affect Schedule, Creative self-efficacy Scale and Teachers’ Innovative Work Behavior Scale were administered to 352 primary and middle school teachers in China. Results showed that proactive personality was significantly positively associated with teachers’ innovative work behavior. Furthermore, mediation analyses revealed that the impact of proactive personality on teachers’ innovative work behavior were simply mediated by positive affect and creative self-efficacy and sequential mediated by positive affect–creative self-efficacy and negative affect–creative self-efficacy. These findings provide a new perspective in understanding the intervening mechanisms underlying proactive personality on innovative work behavior. The possible explanations and limitations are discussed.     

Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention

This study examined the effectiveness of a yearlong, researcher-provided, Tier 2 (secondary) intervention with a group of sixth-graders. The intervention emphasized word recognition, vocabulary, fluency, and comprehension, Participants scored below a proficiency level on their slate accountability test and were compared to a similar group of struggling readers receiving school-provided instruction. All students received the benefits of content area teachers who participated in researcher-provided professional development designed to integrate vocabulary and comprehension practices throughout the school day (Tier 1). Students who participated in the Tier 2 intervention showed gains on measures of decoding, fluency, and comprehension, but differences relative to students in the comparison group were small (median d = +0.16). Students who received the re searcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.     

Primary School Correlates of Secondary School Achievement

This study is an investigation of the relationship between third grade final marks, achievement test scores, and subsequent achievement in elementary and secondary school. It was focused on the early identification of students for whom changes in the curriculum might be indicated.     

Personality Correlates of Depressive Style in Autobiographies of Creative Achievers

This study compared neurotic and depressive personality characteristics in creative achievers versus eminent but non-creative achievers. Forty-eight subjects' (25 men, 23 women) autobiographies were assessed by trained raters on personality using the California Q-Set. Creative achievers included literary and visual artists whereas the control group consisted of political, military and social leaders. The Q-Set ratings were used to assess the five factors of personality (neuroticism, extroversion, openness to experience, agreeableness and conscientiousness). Neuroticism was further divided into subscales that assessed depressive style, impulsivity and anxiety. Results showed that creative achievers were rated significantly higher than controls on general neuroticism, as well as on depressive style and impulsivity. Creative achievers did not differ from controls in anxiety. It was also found that creative achievers were rated significantly higher than controls on openness to experience and agreeableness, but lower on conscientiousness. None of the effects for creativity was affected by subjects' sex.     

情绪调节自我效能感的应用研究

本研究的目的在于考察情绪调节自我效能感量表在我国的适用情况,以及我国研究生情绪调节自我效能感的特点.采用情绪调节自我效能感量表对1568名研究生进行测查,采用SPSS11.5和LISREL8.53对结果进行统计分析.结果表明情绪调节效能感中文版量表信、效度较高,适合进行情绪凋节效能感研究;中国研究生情绪调节自我效能感性别差异显著,不存在学历层次和所学学科的差异.     

Being Successful in a Creative Profession: The Role of Innovative Cognitive Style, Self-Regulation, and Self-Efficacy

Purpose  

The purpose of this study was to test a model that proposes that innovative cognitive style and self-regulation (setting priorities, planning work activities, and monitoring time and task progress) are related to the self-reported success of architects. We investigated two aspects of the success: as designers and as business people. To this end, we examined the mediating role of self-efficacy in these relationships.     

Understanding Place-bound Students: Correlates and Consequences of Limited Educational Opportunities

This study explores the concept of the place-bound student, defined as perceived difficulty in leaving the immediate geographic area to attend school. Based on the literature, it was hypothesized that students who perceived greater difficulty would have fewer financial resources, higher external control orientation, greater attachment to family and romantic partners, and greater attachment to place. Finally, those who perceived greater difficulty were expected to be less successful academically, have lower adjustment to college scores, and have less satisfactory relationships with their parents. Availability of financial resources was not related to perceived difficulty in leaving the area. Attachment to persons and place were not related to being place-bound, except for women. For women, attachment to a romantic partner lead to greater perceived difficulty in leaving the area. However, another aspect of attachment to place, rootedness, had highly significant effects. Women who were higher on external control were also more likely to have a greater perception of difficulty in leaving the area. More place-bound students were not found to be at a disadvantage in terms of academic performance or adjustment to the university. The findings regarding students relationships with their parents were interesting and contrary to prediction. Men who perceived greater difficulty reported much more satisfactory relationships with their mothers and fathers. It is suggested that these men might have chosen to stay in the area to attend school in order to remain near their families.     

大学生职业决策自我效能感的元分析

本文以近15年发表的、使用职业决策自我效能感量表作为工具的58篇文献、26501个独立样本作为研究对象,对性别、年级、生源地等因素的不同水平在职业决策自我效能感上的差异,及该指标与部分社会心理学、生涯研究变量的相关关系进行元分析。结果表明,男女生之间、大一与大二学生之间、大三与大四学生之间、农村与城镇生源之间,存在显著差异;降低焦虑感、提高自尊水平、建立良好社会支持环境,均有助于提高职业决策自我效能感水平。     

中学骨干教师人格特质、一般自我效能感及其关系

该研究旨在了解中学骨干教师的人格特征、一般自我效能感特征,以及两者之间的关系。采用卡特尔16人格因素问卷以及一般自我效能感量表,随机选择参加江西省骨干教师、骨干班主任培训的286名中学教师进行测查。结果:1)中学骨干教师人格特质存在性别差异和学科差异;2)中学骨干教师一般自我效能感较高,但与性别、学科、教龄、职称等均相关不显著,教龄和一般自我效能感总体上呈倒U型曲线变化趋势;3)人格特质与自我效能感相关显著,稳定性、恃强性、自律性、忧虑性等4种人格特质比其它人格特质更能预测一般自我效能感的变化。结论:中学骨干教师人格特质具有自身的优越性,一般自我效能感水平较高,人格特质能够预测一般自我效能感的变化。     

大学生心理控制源与抑郁倾向的关系:自我效能感的中介效应

目的:探讨大学生心理控制源和自我效能感与抑郁倾向的关系,并检验自我效能感在心理控制源对抑郁倾向关系上的中介效应。方法:随机选取350名大学生接受内控性、有势力的他人及机遇量表、一般自我效能量表和自评抑郁量表测量。结果:(1)相关分析表明,抑郁与心理控制源中的内控性呈显著负相关,与机遇和有势力的他人呈显著正相关,与自我效能感呈显著负相关。内控性和自我效能感存在显著正相关。心理控制源中的内控性和机遇、自我效能感能够显著预测抑郁倾向。(2)中介效应检验表明,自我效能感在内控性对抑郁倾向的作用中起完全中介作用。自我效能感和机遇各自可以独立预测抑郁倾向。结论:自我效能感是内控性预测抑郁倾向的完全中介因素,自我效能感是机遇预测抑郁倾向的部分中介因素。