Effects of coping skills training on generalized self-efficacy and locus of control

A number of studies have shown that mastery experiences strengthen self-efficacy expectancies that are specific to the mastery situation. In this study I assessed the effects of cognitive-behavioral coping skills training on generalized expectancies concerning self-efficacy and locus of control in test-anxious college students. Compared with a waiting-list control group, the trained subjects exhibited significant decreases on trait and state measures of test anxiety and a higher level of academic performance on classroom tests, as well as changes in specific self-efficacy expectancies relating to test-anxiety management and academic performance. Consistent with generalization predictions derived from self-efficacy theory, the coping skills group also exhibited decreases in general trait anxiety and increased scores on a trait measure of generalized self-efficacy. Locus of control was unaffected by the program, and changes in general self-efficacy were unrelated to changes in locus of control, suggesting the possibility that different parameters of experience are related to changes in the two types of generalized expectancies.     

Illness perceptions and self efficacy beliefs in adolescents and young adults with insulin dependent diabetes mellitus

Abstract

The study examined the role of illness perceptions and self-efficacy in diabetic regimen adherence and metabolic control among young patients with Insulin Dependent Diabetes Mellitus (IDDM). Sixty-four outpatients with Insulin Dependent Diabetes completed measures of illness perceptions, generalised and diabetes specific self-efficacy and a self-report measure of adherence. Metabolic control (HbAlc) was also assessed. Control, identity and consequences components of illness perceptions were significantly correlated with self-efficacy expectancies. Control beliefs were consistently associated with self-reported adherence across all treatment aspects and accounted for 39% of the predicted variance in total adherence. The associations of the other psychological predictors examined, varied depending on the regimen area. Multiple regression analysis showed that 30.8% of the variance in HbAlc assays was explained by patients' diabetes specific self-efficacy, consequences and identity. Our findings suggest that patients' beliefs are useful predictors of physiological and behavioural outcomes in diabetes self-management and should thus be the focus of routine clinical assessments and future interventions.     

Factors associated with maintenance and relapse following self-management training

In this study, we examined factors associated with relapse and maintenance following a self-management training course. Thirty-five community professionals participated in a 3-week (30-hr) graduate-level extension course in self-management, which included a self-modification project. Results at a 10-week follow-up showed that end-of-class self-efficacy and outcome expectancy correctly classified over 80% of those who maintained gains in their projects versus those who relapsed. The professionals in the relapsed group also reported significantly more difficulty with anticipated high-risk situations than did those in the maintenance group.     

EFFECTS OF SELF-EFFICACY AND POST-TRAINING INTERVENTION ON THE ACQUISITION AND MAINTENANCE OF COMPLEX INTERPERSONAL SKILLS

This study examined the effects of self-efficacy and a two-stage training process on the acquisition and maintenance (i.e., retention) of complex interpersonal skills. In stage one, all participants received basic training in negotiation skills; behavioral measures of negotiation performance were taken following this training. During stage two, alternative post-training interventions (goal setting and self-management) were offered to facilitate skill maintenance. Six weeks later, behavioral measures of performance were repeated. Results indicated that pre-test self-efficacy contributed positively to both initial and delayed performance. While training condition contributed to skill maintenance, self-efficacy also interacted with post-training method to influence delayed performance. Specifically, self-management training attenuated the self-efficacy performance relationship, while goal-setting training accentuated performance differences between high and low self-efficacy trainees. Implications of these findings are discussed for researchers and practitioners concerned with interpersonal skills training.     

Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research

This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.     

The development of beliefs about spelling and their relationship to spelling performance

This study examined relations among spelling performance and students' beliefs about spelling, including self-efficacy for spelling ability, outcome expectancy for spelling, and attributions for good spelling across grades 4, 7, and 10. Spelling self-efficacy remained relatively constant across grades. Spelling outcome expectancies for adult life and school declined across grades, as did effort and ability attributions for spelling success, with a disproportional decrease in ability attributions between grades 4 and 7. Self-efficacy was the strongest predictor of spelling performance at all grade levels; attribution for ability entered into the regression for grade 4 students, while outcome expectancies for school and writing were more important in grades 7 and 10. Cluster analyses on the grade 10 sample showed that students with high efficacy as spellers and high outcome expectancy of spelling for writing were the best spellers, with the highest performance reserved for those who attributed good spelling more to effort than ability. The impact of spelling instruction on developing beliefs is discussed.     

Development of Control-of-Outcome Scales and Self-Efficacy Scales for Women in Four Life Roles

Scales to measure control-of-outcome expectancies and self-efficacy expectancies based on social comparisons were developed for adult females in the four life roles of occupation, parenting, marriage, and economic management. Internal consistency and construct validity of the scales were examined in two studies. Internal consistency estimates of six of the eight scales exceeded .70. A factor analysis within each role supported the distinction between control-of-outcome expectancies and self-efficacy expectancies. Construct validity was supported by finding the hypothesized relations between the developed scales and standard measures of self-esteem, depression, and locus of control. As hypothesized, the developed scales accounted for unique portions of the variance in role-specific coping orientation and role stress. Specifically, control-of-outcome expectancies predicted active or passive coping orientation in the impersonal roles of occupation and economic management, whereas self-efficacy expectancies predicted active or passive coping orientation in the personal roles of parenting and marriage. It was concluded that the developed scales might have utility for understanding coping and experienced stress in various life roles.     

Understanding adherence to physiotherapy: Findings from an experimental simulation and an observational clinical study

This article reports two studies assessing the influence of self-efficacy, outcome expectancies and aversive feedback on different aspects of adherence. Study 1 employed a computer simulation of physiotherapy to test experimentally the effects of aversive feedback (i.e., loud noise) experienced during simulated therapy on adherence behaviour in a student population. Study 2 examined whether similar effects of aversive feedback (i.e., pain) experienced during physiotherapy in a clinical setting would be observed in a longitudinal questionnaire study of predictors of adherence. In both studies, self-efficacy and outcome expectancies were assessed at baseline and after experience of the task (performing simulated or actual physiotherapy). Study 1 found that self-efficacy and outcome expectancies predicted persistence with simulated physiotherapy (i.e., completing the experimental session), whereas aversive feedback influenced adherence during sessions (i.e., correct response rate). Study 2 found that self-efficacy and outcome expectancies predicted persistence with actual physiotherapy (i.e., completing the prescribed number of sessions). Aversive feedback and outcome expectancies influenced adherence during sessions. We conclude that different factors predict different aspects of adherence behaviour. It is therefore important to measure both persistence over time and adherence during sessions, and to investigate the predictors of each dimension of adherence.     

An investigation of the theoretical content of physical activity brochures

New evidence-based physical activity (PA) guidelines and recommendations for constructing messages supplementing the guidelines have been put forth. As well, recent reviews have identified theoretical constructs that hold promise as targets for intervention: self-regulation, outcome expectancies and self-efficacy. The purpose of this study was to examine the integration of messages targeting self-regulation, self-efficacy and outcome expectancies in existing physical activity brochures. Twenty-two PA brochures from Canadian and American National Health Organizations were assessed for their use self-efficacy, self-regulatory processes and outcome expectancies. Brochures were analyzed line-by-line using a modified version of the validated Content Analysis Approach to Theory-Specified Persuasive Educational Communication (CAATSPEC; Abraham, Southby, Quandte, Krahé, & van der Sluijs, 2007). Two independent raters coded a third of the brochures (n = 7). Inter-rater reliability was acceptable for 17 of the 20 categories (rs > .79). Discrepancies in all categories were discussed and agreement was reached. The remaining brochures were coded by one of the two raters. Usage of the three key theoretical constructs accounted for only 36.43% of brochure content (20.23% self-efficacy, 10.40% outcome expectancies, 5.80% self-regulation). Brochures lacked the use of a variety of theoretical strategies, specifically goal-setting, planning and verbal persuasion and rarely highlighted the affective benefits of physical activity. In the future brochures should aim to place increased emphasis on self-regulation, self-efficacy, and affective outcome expectancies.     

Development of control-of-outcome scales and self-efficacy scales for women in four life roles

Scales to measure control-of-outcome expectancies and self-efficacy expectancies based on social comparisons were developed for adult females in the four life roles of occupation, parenting, marriage, and economic management. Internal consistency and construct validity of the scales were examined in two studies. Internal consistency estimates of six of the eight scales exceeded .70. A factor analysis within each role supported the distinction between control-of-outcome expectancies and self-efficacy expectancies. Construct validity was supported by finding the hypothesized relations between the developed scales and standard measures of self-esteem, depression,and locus of control. As hypothesized, the developed scales accounted for unique portions of the variance in role-specific coping orientation and role stress. Specifically, control-of-outcome expectancies predicted active or passive coping orientation in the personal roles of parenting and marriage. It was concluded that the developed scales might have utility for understanding coping and experienced stress in various life roles.     

The role of job control as a moderator of emotional dissonance and emotional intelligence-outcome relationships

Job control may be defined as the latitude to make decisions and the freedom to select the most appropriate skills to complete the task. Emotional dissonance may be defined as the conflict between expressed and experienced emotions. In this study, job control and self-efficacy were theorized to jointly affect emotional dissonance. Individuals with high self-efficacy were found to be more satisfied under conditions of little job control, whereas those with low self-efficacy favored high job control. The impact of job control on emotional intelligence was also studied. Emotional intelligence may be defined as the set of skills that contribute to accurate self-appraisal of emotion as well as the detection of emotional cues in others and the use of feelings to motivate and achieve in one's life. Emotional intelligence and job control explained significant amounts of the variance in both job satisfaction and organizational commitment. Theoretical and practical implications are discussed.     

A social-cognitive perspective on using family-friendly benefits

To help employees better manage competing life demands, many organizations offer family-friendly benefits to their workers, including flexible scheduling, day care assistance, and leave of absence. Although there is growing evidence of positive effects associated with these benefits, little is known about factors related to their use. Using survey responses from 188 parents employed in a variety of occupations, we examined the use of a broad array of family-friendly benefits from a social-cognitive perspective. More positive work outcome expectancies related to higher rates of benefit use, and more positive family outcome expectancies and higher work-family self-efficacy related to stronger intentions to use the benefits. In addition, gender moderated the relationship between work outcome expectancies and benefit use intentions, such that more positive work outcome expectancies were associated with stronger use intentions for women, but work outcome expectancies were not related to men’s use intentions.     

工作不安全感与幸福感、绩效的关系：自我效能感的作用

旨在探讨工作不安全感对员工工作幸福感和工作绩效(上级评定)的影响,以及一般自我效能感在其中的作用机制。研究采用问卷调查的方法,共收集到513个有效样本。数据分析采用层级回归分析的方法。研究结果发现：⑴工作不安全感对员工工作幸福感和工作绩效都有显著的消极影响;⑵一般自我效能感对工作不安全感与身体健康、心理健康之间关系具有显著的调节作用,但对工作满意度的调节作用不显著;⑶一般自我效能感对不安全感—工作绩效之间关系具有显著的调节作用。这就表明,在当今处于转型期的中国社会里,工作不安全感是影响员工工作幸福感和工作绩效的一个重要压力源,而一般自我效能感可以发挥有效的调节作用     

Physical Activity and Social Cognitive Theory: A Test in a Population Sample of Adults with Type 1 or Type 2 Diabetes

The purpose of the study was to test the Social Cognitive Theory (SCT; Bandura, 2004 ) for explaining physical activity (PA) in a large population sample of adults with type 1 or type 2 diabetes. Study objectives: (1) test the fit of the SCT structure in the total sample, and the diabetes sub-types; (2) determine the SCT structural invariance between the type 1 and type 2 groups; and (3) report explained variance and compare strength of association for the SCT constructs in predicting PA for both type 1 and type 2 groups. In all, 2,311 individuals with type 1 or type 2 diabetes were assessed on their self-efficacy, outcome expectancies, impediments, social support, goals, and physical activity at baseline and 1,717 (74.5%) completed these assessments again at 6 months. Multi-group Structural Equation Modeling was conducted. The findings provide evidence for the utility of the SCT in the diabetes samples. The SCT fits individuals with type 1 and type 2 diabetes except for SCT impediments, which appear to be obstructing goal-setting in individuals with type 2 diabetes only. Promotion of health behavior should target self-efficacy to set goals and change behavior. Outcome expectancies and social support are also important factors for setting goals and behavior performance.     

Relationship of core self-evaluations traits--self-esteem, generalized self-efficacy, locus of control, and emotional stability--with job satisfaction and job performance: a meta-analysis

This article presents meta-analytic results of the relationship of 4 traits--self-esteem, generalized self-efficacy, locus of control, and emotional stability (low neuroticism) with job satisfaction and job performance. With respect to job satisfaction, the estimated true score correlations were .26 for self-esteem, .45 for generalized self-efficacy, .32 for internal locus of control, and .24 for emotional stability. With respect to job performance, the correlations were .26 for self-esteem, .23 for generalized self-efficacy, .22 for internal locus of control, and .19 for emotional stability. In total, the results based on 274 correlations suggest that these traits are among the best dispositional predictors of job satisfaction and job performance. T. A. Judge, E. A. Locke. and C. C. Durham's (1997) theory of core self-evaluations is used as a framework for discussing similarities between the 4 traits and their relationships to satisfaction and performance.     

Self-Efficacy and Memory Aging: The Impact of a Memory Intervention Based on Self-Efficacy

ABSTRACT

A multifactorial training program was developed for older adults, to improve self-efficacy and memory performance. Elements designed to raise self-efficacy were integrated into class discussions, homework readings, and practice exercises, including an emphasis on memory potential at any age, self-set goals, and opportunities for mastery. Strategy training focused on association, organization, attention, imagery, and PQRST. Significant improvements for the training group, as compared to a wait-list control group, were observed for memory self-efficacy, locus of control, name recall and story recall. Trained participants were using effective strategies more so than the control group. Final test scores were predicted by self-efficacy, condition assignment, and baseline ability (with some variation across the three tasks). These findings suggest that an integrated and comprehensive training program that incorporates principles of self-efficacy theory has great potential for improving older adults' memory ability.     

Interaction of memories and expectancies as mediators of choice behavior

The interaction of food-based memories and food-event outcome expectancies in pigeons was assessed using a simultaneous, delayed-symbolic-matching-to-sample procedure. The components of the compound sample were presented in sequence, and consisted of a food-based event (food or no-food) followed by a color cue (red or green). Choice of a pattern of horizontal lines was "correct" following presentation of the red cue, while choice of a vertical line pattern was "correct" after green. In all but a control condition, the food-based event with which a trial began, or the food-event outcome with which a trial concluded, or both, were also correlated with the correct pattern. Of particular interest was the relative accuracy of two groups for whom both memories and expectancies were correlated with the correct choice-pattern. For one group, the memories and expectancies corresponding to the pre- and postchoice food-related events were similar, whereas for the other they were dissimilar. Outcome expectancies supported a higher level of performance than food-based memories, and subjects with both outcome expectancies and food-based memories chose more accurately than those with memories or expectancies only. In addition, subjects with dissimilar food-based memories and outcome expectancies chose more accurately than those with similar memories and expectancies. The implications of the above findings for the nature of event representation in pigeons are discussed.     

Moderating effects of employee expectancies on the relationship between leadership consideration and job performance of engineers

Ninety-four engineers were asked to describe their supervisors' leadership style, to indicate their expectancies whether performing effectively in their jobs would lead to job rewards and the valence of these rewards. It was hypothesized that employees' expectancies and a considerative leadership style interact to influence the performance levels of these engineers. Results indicated that leader consideration and employee expectancies operate in joint fashions to effect job performance.     

Measures of self-efficacy and optimism in older adults with generalized anxiety

This study provides initial psychometric data for the Self-Efficacy Scale (SES) and the Life Orientation Test (LOT) in a sample of older adults with generalized anxiety disorder (GAD). Participants included 76 adults, ages 60 to 80, who met Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for GAD. Self-efficacy and outcome expectancies were lower in older adults with GAD relative to published data from younger and older community samples. Both the SES and LOT demonstrated adequate internal consistency. Confirmatory factor analysis provided evidence for optimism and pessimism factors within the LOT and exploratory factor analysis of the SES suggested threefactors that overlap with previous findings. Overall, the data support the potential utility of these instruments in late-life GAD and set the stage forfuture investigations of generalized self-efficacy expectancies and outcome expectancies (or optimism) as they relate to the prediction of affect and behavior in this group.     

Responses to Successful and Unsuccessful Performance: The Moderating Effect of Self-Efficacy on the Relationship between Performance and Attributions

This paper reports on two experiments which explore how individuals with high and low self-efficacy differ in the way they interpret performance feedback and make causal attributions to sustain their self-efficacy perceptions for subsequent performance attempts. The results from Study 1 show that high self-efficacy people make self-serving attributions for unsuccessful performance, while low self-efficacy individuals make self-effacing attributions for unsuccessful performance. In Study 2, these attribution patterns were replicated and shown to combine with past performance, to account for 53% of the variance in subsequent self-efficacy. The implications for improving training interventions, and for understanding the causes of poor performance, are discussed.