Does self-efficacy moderate intensity of pain?

75 subjects were randomly assigned to five self-efficacy conditions (High-High, High-Low, Low-High, Low-Low, and Control) in a 5 x 3 (condition x trial) design. Pressure was applied three times to an exposed finger. After baseline, subjects received false biofeedback (i.e., independent of ratings of pain) that their ability to regulate intensity of pain was either good (High-High and High-Low) or poor (Low-High and Low-Low), or there was no biofeedback (Control). After a second trial, subjects were told that their biofeedback indicated either good (High-High and Low-High) or poor (High-Low and Low-Low) regulatory ability, or they were not given biofeedback (Control). They then received a final trial. Before each trial, subjects recorded self-efficacy expectations for regulating intensity of pain. Mixed multivariate analyses of variance on ratings of intensity and self-efficacy expectations did not yield hypothesized interactions for condition x trial.     

Lost confidence and potential: a mixed methods study of underachieving college students’ sources of self-efficacy

This study investigated the sources of self-efficacy of college students enrolled in a learning frameworks course, whom we identified as underachievers. Through weekly journal entries, the group of underachievers ( \(n=13\) ) cited the factors that made them feel confident or not confident. Students’ responses to open-ended prompts were coded according to Bandura’s (Self-efficacy: the exercise of control, W.H. Freeman, New York, 1997) four hypothesized sources of self-efficacy and an additional emergent theme of self-regulated learning. After, through student responses on a self-report survey, we compared the group of underachievers to a group of achievers ( \(n=36\) ) on their self-efficacy and its sources. Both quantitative and qualitative results underscored the importance of mastery experiences for underachievers. The underachievers had significantly less mastery experiences and verbal persuasions despite having similar levels of self-efficacy. Implications for how to cultivate mastery and to provide efficacy-supportive feedback as well as psychological mechanisms regarding high potential underachievers are discussed.     

Determinants of academic self-efficacy in different socialization contexts: investigating the relationship between students’ academic self-efficacy and its sources in different contexts

Social Psychology of Education - The present study examined the four sources of self-efficacy (mastery experience, vicarious experience, verbal and social persuasion, and physiological state) and...     

Does parental support moderate the effect of children's motivation and self-efficacy on physical activity and sedentary behaviour?

Objectives1) To test whether parental support moderates the direct effects of children's motivation and self-efficacy on objectively measured moderate-vigorous physical activity (MVPA) and sedentary time. 2) To explore differences in the relationships between boys and girls.DesignCross-sectional observational study.MethodData were collected from 430 9–11 year old UK children and their parents; parents self-reported on the support they provided to their children to be active (through providing transport, encouragement, watching, or taking part with their child), and children self-reported their motivation and self-efficacy towards exercise. MVPA and sedentary time were measured using accelerometers.ResultsBoth parent- and child-level factors were largely positively associated with children's MVPA and negatively related to sedentary time. There was no evidence of a moderation effect of parental support on MVPA or sedentary time in boys. Parental provision of transport moderated the effect of girls' motivation on week-day MVPA; more motivated girls were less active when transport was provided. Transport and exercising with one's child moderated the effect of motivation and self-efficacy on girls' sedentary time at weekends; more motivated girls, and those with higher self-efficacy were less sedentary when parents provided more frequent transportation or took part in physical activity with them.ConclusionsThe results largely supported a model of the independent effects of parent and child determinants for moderate-to-vigorous physical activity, but there was evidence that some types of parent support can moderate sedentary time in girls. Further research is needed to explore the causal pathways between the observed cross-sectional results.     

Job Demand–Control–Support and diabetes risk: The moderating role of self-efficacy

Work-related stressors, including high demands and low control, play a significant role in the aetiology of diabetes. Nevertheless, most studies focus on main effects, and few consider individual differences that may moderate the stress–health association. Drawing from the Job Demands–Control-–Support (JDC-S) model, this study addresses this gap by testing how baseline levels of JDC-S affect an increase in two risk factors for diabetes—glycated haemoglobin (HbA1C) and fasting plasma glucose (FPG)—and by investigating the moderating role of self-efficacy. Participants (N = 1618) were Israeli employees who attended two consecutive routine health examinations. All were free of diabetes at baseline. JDC-S and self-efficacy were assessed at baseline (T1), and HbA1C and FPG were assessed at T1 and T2. Data were analysed with logistic and linear regressions, controlling for well-established diabetes risk factors. High demands and low support predicted an increase in HbA1C and FPG. In addition, high self-efficacy interacted with high demands and with low control in the prediction of an increase in HbA1C and FPG. Although employees with high self-efficacy might function well at work, overloading them may harm their physical health. Similarly, incongruence between employees’ sense of ability and the control given to them at work may result in physical impairment.     

Parents’ self-efficacy and the quality of supervised driving practice they provide for their children

Learner drivers must gain supervised driving practice in a wide variety of driving situations to prepare them for independent driving. This study investigated the way that sociodemographic factors, parental self-efficacy and driving self-efficacy of parents are associated with the quality of supervised driving practice they provide to their learner driver children. An online survey was completed by 293 fully licensed parents (female = 86%) of learner (52%) and provisional (intermediate; 48%) drivers from Queensland, Australia. A variable indicating quality of supervised practice was defined based on the understanding that higher frequency and greater variety of driving situations and environments represents higher quality supervised practice. Hierarchical multiple regression was used to analyse parent responses. As predicted, driving self-efficacy was significantly and positively associated with quality of supervised practice. However, no significant association was found between parental self-efficacy and quality of supervised practice. Parent gender and perceived level of involvement were also important predictors of supervised practice quality. The association between previous experience with providing supervised practice and supervised practice quality was unclear. A key implication of this research is that devising methods to improve the driving self-efficacy of parents may contribute to provision of more frequent and varied supervised practice.     

Does self-efficacy mediate transfer effects in the learning of easy and difficult motor skills?

The effect of task difficulty on inter-task transfer is a classic issue in motor learning. We examined the relation between self-efficacy and transfer of learning after practicing different versions of a stick balancing task. Practicing the same task or an easier version led to significant pre- to post-test transfer of learning, whereas practicing a more difficult version did not. Self-efficacy increased modestly from pre- to post-test with easy practice, but decreased significantly with difficult practice. In addition, self-efficacy immediately prior to the post-test was significantly lower after difficult practice than easy or intermediate practice. Self-efficacy immediately prior to the post-test, performance at the end of practice, and pre-test performance explained 75% of the variance in post-test performance. The mediating role of self-efficacy on transfer of learning offers an alternative explanation for recent findings on the superiority of easy-to-difficult transfer and may help clarify inconsistencies in earlier research.     

Are measures of self-esteem,neuroticism, locus of control,and generalized self-efficacy indicators of a common core construct?

The authors present results of 4 studies that seek to determine the discriminant and incremental validity of the 3 most widely studied traits in psychology-self-esteem, neuroticism, and locus of control-along with a 4th, closely related trait-generalized self-efficacy. Meta-analytic results indicated that measures of the 4 traits were strongly related. Results also demonstrated that a single factor explained the relationships among measures of the 4 traits. The 4 trait measures display relatively poor discriminant validity, and each accounted for little incremental variance in predicting external criteria relative to the higher order construct. In light of these results, the authors suggest that measures purporting to assess self-esteem, locus of control, neuroticism, and generalized self-efficacy may be markers of the same higher order concept.     

Are memory self-efficacy and memory performance related? A meta-analysis

The association between memory self-efficacy (MSE) and memory performance is highly documented in the literature. However, previous studies have produced inconsistent results, and there is no consensus on the existence of a significant link between these two variables. In order to evaluate whether or not the effect size of the MSE-memory performance relationship in healthy adults is significant and to test several theory-driven moderators, we conducted a meta-analysis of published and unpublished studies. A random-effects model analysis of data from 107 relevant studies (673 effect sizes) indicated a low but significant weighted mean correlation between MSE and memory performance, r = .15, 95% CI [.13, .17]. In addition, the mean effect size was significantly moderated by the way MSE was assessed. Memory performance was more strongly related to concurrent MSE (perceived current ability to perform a given task) than it was to global MSE (perceived usual memory ability in general). Furthermore, we found marginally larger MSE-memory performance correlations when the memory situations used to assess MSE involved familiar stimuli. No effect of the method used to assess global MSE or domain MSE (memory rating vs. performance predictions) was found. The results also show that the resource demands of the memory tasks have a moderator effect, as the MSE-performance correlation is larger with free-recall and cued-recall tasks than it is with recognition tasks. Limitations (generalization issues, moderators not considered) and implications for future research are discussed.     

Adolescents’ regulatory emotional self-efficacy beliefs and daily affect intensity

Self-efficacy beliefs in emotion regulation were shown to foster well-being and psychosocial adaptation over time. In this study, we investigated their relationship with daily affect intensity among 199 adolescents aged 15–19. Participants completed the Regulatory Emotional Self-Efficacy Scale measuring perceived capability to manage the experience and expression of negative emotions (SE-NE) and positive emotions (SE-PO). Through Experience Sampling Method, for 1 week they also repeatedly rated their positive affect (happiness and contentment) and negative affect (anger, anxiety, sadness). Multilevel regression models revealed an additive intensifying predictive effect of SE-PO and SE-NE on happiness and contentment, and a single direct negative effect of SE-NE on sadness. Models also highlighted an interactive effect of SE-PO and SE-NE on all negative affect variables, such that only at low SE-PO levels did high SE-NE predict lower negative affect. Findings support the relation between adolescents’ regulatory emotional self-efficacy beliefs and their daily affect intensity, bringing forward suggestions for intervention.     

“I’ll do it later”: Type of motivation,self-efficacy and homework procrastination

The aim of this study is to explore the role of motivation in the relations between self-efficacy and procrastination. One hundred seventy-one-fifth-grade students completed questionnaires that assessed the type of motivation the students have for homework, the level to which they procrastinate on doing homework, and their self-efficacy regarding homework. The results indicated that autonomous motivation both mediates and moderates the relations between self-efficacy and procrastination. These results highlight the importance of students’ type of motivation for homework, suggesting procrastination cannot be reduced simply by addressing students’ self-efficacy; but, they must be supported to adopt a more autonomous type of motivation.     

When does transformational leadership enhance employee proactive behavior? The role of autonomy and role breadth self-efficacy

Two multisource studies address the interactive effects of personal and contextual variables on employees' proactive behavior. In line with previous work, we find positive main effects of transformational leadership, role breadth self-efficacy, and job autonomy on employee proactive behavior (personal initiative in Study 1 and prosocial proactive behavior in Study 2). As expected, a 3-way interaction qualifies these main effects: In situations of high autonomy, transformational leadership relates positively to proactive behavior for individuals high (but not low) on self-efficacy. Vice versa, in situations low on job autonomy, transformational leadership relates positively to proactive behavior for individuals low (but not high) on self-efficacy. This pattern is found both for self-ratings and peer-ratings of employees' proactive behavior in Study 1 and for supervisor ratings of such behavior in Study 2.     

Family background and academic achievement: does self-efficacy mediate outcomes?

Research indicates both family background and self-efficacy influence academic outcomes; however, family background also impacts self-efficacy development. The purpose of the current study was to establish whether self-efficacy mediates the relationship between family background and academic achievement. Results indicated family background features were not robust predictors of academic achievement in the current sample, which limited testable mediation pathways. Evidence was found that self-efficacy does mediate the relationship between parental involvement and expectations of academic success. Results also indicated self-efficacy is a strong and consistent predictor of grade point average and expectations of academic success. Based on these findings, it is recommended educators utilize previously developed classroom strategies which have been shown to enhance students’ self-efficacy levels.     

Can the effectiveness of health promotion campaigns be improved using self-efficacy and self-affirmation interventions? An analysis of sun protection messages

Health-risk communications frequently target self-efficacy in order to encourage adaptive responses. Research has also indicated that self-affirmation may be a useful supplementary or alternative intervention technique. This study compared the effects of self-efficacy, self-affirmation and a combination of these techniques for two risk messages. Young British females (N=677) read about ultraviolet light and skin cancer or skin ageing ('photoageing') and were randomly assigned to a single intervention (self-affirmation/self-efficacy), the combined intervention or no intervention. The efficacy intervention led to greater message acceptance and perceived risk in both the cancer and photoageing conditions, while the only main effect of self-affirmation was on acceptance of the photoageing message. However, self-affirmation moderated the effect of efficacy information. For photoageing messages, efficacy information was associated with greater message acceptance only amongst self-affirmed participants, but the opposite occurred for skin cancer messages. Although these findings should be interpreted cautiously, they imply that health promoters should select efficacy information if only one intervention is used but that self-affirmation can influence responsiveness to efficacy interventions for particular messages.     

Perceived competence: a common core for self-efficacy and self-concept?

This study uses Bandura's Multidimensional Scales of Perceived Self-Efficacy (MSPSE; Bandura, 1990) and Harter's Self-Perception Profile for Adolescents (SPPA; Harter, 1988) to examine the extent to which self-efficacy and competency-related elements of the self-concept are independent constructs. Factor analysis of data provided by 778 high school students revealed that when measured using domain-general measures such as the MSPSE and SPPA, self-efficacy and competency self-concept do not represent totally separate, distinct constructs. Overlap of dimensions occurs at both the first- and second-order levels of analysis. The practical and theoretical implications of these findings are discussed.     

Can the effectiveness of health promotion campaigns be improved using self-efficacy and self-affirmation interventions? An analysis of sun protection messages

Health-risk communications frequently target self-efficacy in order to encourage adaptive responses. Research has also indicated that self-affirmation may be a useful supplementary or alternative intervention technique. This study compared the effects of self-efficacy, self-affirmation and a combination of these techniques for two risk messages. Young British females (N?=?677) read about ultraviolet light and skin cancer or skin ageing (‘photoageing’) and were randomly assigned to a single intervention (self-affirmation/self-efficacy), the combined intervention or no intervention. The efficacy intervention led to greater message acceptance and perceived risk in both the cancer and photoageing conditions, while the only main effect of self-affirmation was on acceptance of the photoageing message. However, self-affirmation moderated the effect of efficacy information. For photoageing messages, efficacy information was associated with greater message acceptance only amongst self-affirmed participants, but the opposite occurred for skin cancer messages. Although these findings should be interpreted cautiously, they imply that health promoters should select efficacy information if only one intervention is used but that self-affirmation can influence responsiveness to efficacy interventions for particular messages.     

Bridging the intention–behaviour gap: Planning,self-efficacy,and action control in the adoption and maintenance of physical exercise

Although some people may develop an intention to change their health behaviour, they might not take any action. This discrepancy has been labelled the “intention–behaviour gap.” Detailed action planning, perceived self-efficacy, and self-regulatory strategies (action control) may mediate between intentions and behaviour. This was examined in a longitudinal sample of 307 cardiac rehabilitation patients who were encouraged to adopt or maintain regular exercise. At the first time point, the predictors of intention and intention itself were assessed. Two months and four months later, the mediators and outcomes were measured. Results confirmed that all the three factors (planning, maintenance self-efficacy, and action control) served to mediate between earlier exercise intentions and later physical activity, each of them making a unique contribution. The results have implications for research on the “intention–behaviour gap,” and indicate that planning, maintenance self-efficacy and action control may be important volitional variables.     

Relationships among higher-order strengths factors,subjective well-being,and general self-efficacy – The case of Israeli adolescents

We investigated relationships among five higher-order strengths factors, subjective well-being, and general self-efficacy in participants that live under challenging conditions. Therefore, a sample of 396 Israeli adolescents (aged 13–18 years) completed the Values in Action Inventory of Strengths for Youth, the Satisfaction With Life Scale, the Affect Balance Scale, and the General Self-Efficacy Scale. An orthogonally rotated principal component analysis of the 24 character strengths yielded five strengths factors that explained 32% of the variance in life satisfaction, with the transcendence strengths factor as the most substantial predictor. The strongest predictors of positive affect were the transcendence and leadership strengths factors; the best predictors of negative affect were the transcendence and temperance strengths factors; and the strongest predictor of affect balance was the transcendence strengths factor. The five strengths factors explained 46% of the variance in general self-efficacy, with the leadership strengths factor as the most substantial predictor. Further analysis indicated that general self-efficacy mediated the relationship between leadership strengths and global life satisfaction. The results suggest that different strengths factors are relevant for different positive experiences (e.g., life satisfaction, self-efficacy beliefs). The findings shed light on the contribution of specific character strengths as a meaningful resource under stressful conditions.     

Does self-efficacy mediate the cross-sectional relationship between perceived quality of health care and self-management of diabetes? Results from Diabetes MILES – Australia

Objective: Quality of health care (QoC) and self-efficacy may affect self-management of diabetes, but such effects are not well understood. We examined the indirect role of diabetes-specific self-efficacy (DSE) and generalised self-efficacy (GSE) in mediating the cross-sectional relationship between self-reported QoC and diabetes self-management.

Design: Diabetes MILES–Australia was a national survey of 3,338 adults with diabetes. We analysed data from 1,624 respondents (age: M = 52.1, SD = 13.9) with type 1 (T1D; n = 680) or type 2 diabetes (T2D; n = 944), who responded to a version of the survey containing key measures.

Main Outcome Measures: self-reported healthy eating, physical activity, self-monitoring of blood glucose frequency, HbA_1c, medication/insulin adherence.

Results: We used Preacher and Hayes’ bootstrapping method, controlling for age, gender and diabetes duration, to test mediation of DSE and GSE on the relationship of QoC with each self-management variable. We found statistically significant but trivial mediation effects of DSE and of GSE on most, but not all, variables (all effect sizes < .06).

Conclusion: Support for mediation was weak, suggesting that relationships amongst these variables are small and that future research might explore other aspects of self-management in diabetes.     

Using relationship-focused reflection to improve teacher–child relationships and teachers' student-specific self-efficacy

The present study evaluated whether LLInC (Leerkracht-Leerling Interactie Coaching in Dutch, or Teacher-Student Interaction Coaching), a teacher-based coaching-intervention, yielded improvements in dyadic affective teacher–child relationships in elementary school (Grades 2–6). Based on attachment theory, LLInC aims to foster more flexible and differentiated mental representations of teachers' relationships with individual children with whom they experience relationship difficulties. Using a quasi-experimental design, we compared an intervention group of teachers (n = 46 teachers and 92 children) receiving LLInC with a control group receiving no form of intervention (n = 32 teachers and 88 children). To investigate possible transfer effects, we asked teachers from the intervention group to report on their relationships and self-efficacy beliefs regarding two other children with whom they experienced relationship difficulties as well (n = 46 teachers and 81 children). Multilevel models were used to examine intervention effects on teachers' perceptions of relationship quality (i.e., Closeness, Conflict, Dependency), and teachers' student-specific self-efficacy beliefs for Behavior Management and Emotional Support. Teachers receiving LLInC reported short-term improvements in Closeness and self-efficacy beliefs for Emotional Support and decreases in Conflict as compared to control teachers. Similar improvements in Closeness and self-efficacy for Emotional Support were found for the intervention-transfer group as compared to control teachers. Also, teachers receiving LLInC had short-term and longer-term improvements in self-efficacy beliefs for Behavior Management as compared to control teachers. These improvements regarding Behavior Management were not found for the intervention-transfer group.