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161.
We conducted an evaluation of Nobody’s Perfect Program involving 71 participants from Peterborough County, Canada. Prior to the program, parents completed demographic information,
along with self-report measures assessing the types of interactions with their children, parent resourcefulness, knowledge
and use of resources, parent competency and self-efficacy, which were completed again after the program and at a two month
follow-up testing. In comparison to parents not earning certificates, parents earning certificates were younger and more likely
to have completed previous parenting programs. As well, parents earning certificates demonstrated and maintained an increase
in parenting resourcefulness, warm/positive parent-child interactions, sense of parenting competency and satisfaction, and
use of community resources. The more sessions parents attended, the better their parenting resourcefulness and warm/positive
parent-child interactions on completion and at follow-up, and the less their angry and punitive parenting at follow-up. Parents
who had attended parenting programs before had higher parenting resourcefulness scores at entry. They left the program with
increased levels of parenting resourcefulness, better parent-child interactions, and more effective child management skills.
A number of recommendations are suggested to help facilitators of the program enhance service delivery and improve parental
outcomes. 相似文献
162.
Joan F. Miller Timothy R. McConnell Troy A. Klinger 《Journal of religion and health》2007,46(2):299-313
The purpose of this study was to determine the influence of spirituality, religiosity, and religious coping on quality of
life and self-efficacy among couples following a first time cardiac event. There was no significant association between measures
for spirituality and religiosity and couples’ ratings for quality of life and self-efficacy. Negative forms of religious coping
were associated with lower levels of quality of life and decreased confidence in the patient’s ability to perform physical
tasks. Spouses’ measures for quality of life, self-efficacy, spirituality, religiosity, and religious coping were associated
with patients’ measures for the same study variables.
Joan F. Miller, RN, Ph.D., is Assistant Professor of Nursing, Bloomsburg University, Bloomsburg, Pennsylvania 17815 and Director
of the Bloomsburg University Nursing Wellness Center. The author gives special thanks to Timothy R. McConnell, Ph.D., and
Troy A. Klinger, M.S., for their research support and helpful feedback. 相似文献
163.
The longitudinal impact of self-efficacy and career goals on objective and subjective career success
The present research reports on the impact of occupational self-efficacy and of career-advancement goals on objective (salary, status) and subjective (career satisfaction) career attainments. Seven hundred and thirty four highly educated and full-time employed professionals answered questionnaires immediately after graduation, three years later, and seven years later. Controlling for discipline, GPA at master’s level, and gender, we found that occupational self-efficacy measured at career entry had a positive impact on salary and status three years later and a positive impact on salary change and career satisfaction seven years later. Career-advancement goals at career entry had a positive impact on salary and status after three years and a positive impact on status change after seven years, but a negative impact on career satisfaction after seven years. Women earned less than men, but did not differ from men in hierarchical status and in career satisfaction. Theoretical implications for socio-cognitive theorizing and for career-success research as well as applied implications for vocational behavior are discussed. 相似文献
164.
165.
以344名幼儿师范学校的学生为被试,检验了自编《幼师生职业决策自我效能感问卷》的信效度,同时考察了幼师生职业决策自我效能感的特点。结果显示:(1)《幼师生职业决策自我效能感问卷》具有良好的结构效度和效标效度;(2)对幼师生职业决策自我效能感的方差分析发现,生源地与年级的主效应不显著;(3)喜欢幼师专业与否的主效应显著,平均数比较发现,喜欢幼师专业的学生在职业决策自我效能感及其五个维度上的得分都显著地高于不喜欢幼师专业的学生;(4)生源地与年级、生源地与对幼师专业的兴趣以及年级与对幼师专业的兴趣的交互作用均不显著。 相似文献
166.
167.
以270名大学生为被试,对Amabile等人编制的学习动机量表进行修订以确定其对中国被试的适用性,此外还探讨了大学生学习动机与一般自我效能感及领域专门的自我效能感之间的关系。研究结果表明:(1)学习动机量表可以明确区分成用于测量内生和外生动机的两个分量表,前者包括挑战性和热衷性两个维度,后者包括依赖他人评价、选择简单任务、关注人际竞争和追求回报等四个维度。两个分量表的多种信效度指标都十分理想,表明可用于对中国被试的有关研究。(2)男生的内生动机总分显著高于女生,而在外生动机总分上性别差异不显著。具体来看,男女生在挑战性和依赖他人评价两个维度的得分存在显著差异,男生的挑战性高于女生,而女生比男生更依赖他人评价。(3)被试一般的和领域专门的效能感都与内生动机呈正相关,而与外生动机无关。具体来看,效能感与内生和外生动机各维度中的挑战性、热衷性和关注人际竞争呈正相关,与选择简单任务呈负相关。 相似文献
168.
以501名参加过CET4的非英语专业大学生为研究对象,通过英语自我效能感问卷(ESEQ)、英语学习焦虑量表(ELAS)和英语学习策略量表(ELSI)的测量,探讨CET4成绩与其主要影响因素性别、英语自我效能感、英语学习焦虑和英语学习策略之间的结构关系模型。结果显示:(1)非英语专业大学生的英语学习焦虑存在显著的性别差异(女生低于男生);(2)性别除与英语学习策略不存在直接路径作用外,与CET4成绩、英语自我效能感、英语学习焦虑间均存在直接路径作用;(3)英语学习焦虑对CET4成绩既存在直接路径作用,又通过英语自我效能感、英语学习策略和英语自我效能感的中介产生问接路径作用;(4)英语学习策略仅通过英语自我效能感的中介对CET4成绩产生间接路径作用。研究还表明英语自我效能感在CET4成绩影响因素的结构模型中起着瓶颈作用。 相似文献
169.
170.
Peter Muris 《Journal of psychopathology and behavioral assessment》2001,23(3):145-149
The current study examined the reliability and validity of the Self-Efficacy Questionnaire for Children (SEQ-C) in a sample of young adolescents (N = 330). Factor analysis of the SEQ-C revealed three factors that were in keeping with the intended subscales: social self-efficacy, academic self-efficacy, and emotional self-efficacy. Furthermore, results showed that the SEQ-C has satisfactory internal consistency. Finally, SEQ-C scores correlated in a theoretically meaningful way with a measure of depression. That is, the lower children's SEQ-C scores, the higher their level of depression. Possible applications of the SEQ-C are briefly discussed. 相似文献