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251.
Patrick Raymund James M. Garcia Simon Lloyd D. Restubog Prashant Bordia Sarbari Bordia Rachel Edita O. Roxas 《Journal of Vocational Behavior》2015
Drawing from the social cognitive theory (Bandura, 1986), we examined the role of parental support, teacher support, and career decision-making self-efficacy as sources of career optimism. We tested our proposed model using 235 computer science majors from a large university in the Philippines. Surveys were conducted over two measurement periods (1 year apart). Results revealed that Time 1 parental and teacher support were positively associated with Time 2 career optimism. Furthermore, we found that these direct relationships were fully mediated by Time 1 career decision-making self-efficacy. These results remained significant even after controlling for neuroticism and past performance. Theoretical and practical implications are discussed. 相似文献
252.
The present study examined the relation of calling and career adaptability with a sample of 330 undergraduate students. The presence of a calling weakly to moderately correlated with the four components of adaptability — concern, control, curiosity, and confidence. A moderated, multiple mediation model was used to test the potential mediating effects of the four components of career adaptability on career decision self-efficacy (CDSE) and how these relations differed according to strengths use. Using bootstrapping techniques, concern and confidence were found to be significant mediators in the calling–CDSE relation. Additionally, strengths use was found to moderate the relation between curiosity and CDSE, with curiosity being a significant mediator at high levels of strengths use. After including the mediators in the model, the relation of calling to CDSE was weakened, but still significant, indicating partial mediation. These results suggest that calling relates to greater levels of CDSE in part because of increased concern, curiosity (when strengths use is high), and confidence. Directions for future research are discussed. 相似文献
253.
ABSTRACT. The objective of the current study is to analyze the role of professional self-efficacy as a predictor of psychosocial well-being (i.e., burnout and engagement) following the Social Cognitive Theory of Albert Bandura (1997). Structural Equation Modeling was performed in a sample of secondary school teachers (n = 460) and users of Information and Communication Technology (n = 596). Results show empirical support for the predicting role that professional self-efficacy plays in the perception of challenge (i.e., mental overload) and hindrance demands (i.e., role conflict, lack of control, and lack of social support), which are in turn related to burnout (i.e., erosion process) and engagement (i.e., motivational process). Specifically, employees with more professional self-efficacy will perceive more challenge demands and fewer hindrance demands, and this will in turn relate to more engagement and less burnout. A multi-group analysis showed that the research model was invariant across both samples. Theoretical and practical implications are discussed. 相似文献
254.
Fanhao Nie 《Mental health, religion & culture》2019,22(3):279-292
Can the religious values of an entire geographic area affect the self-efficacy of emerging adults living in that area? Although prior research has demonstrated that individual religious characteristics are associated with self-efficacy, less is known about how the overall religious context influences self-efficacy. Using multilevel analyses on two waves of the National Study of Youth and Religion (NSYR) merged with county-level variables, this study finds that a county’s higher conservative Protestant population share is associated with lower self-efficacy even after controlling for various variables. Surprisingly, this conservative Protestant contextual effect also applies to residents who are not conservative Protestants but live in a conservative Protestant county. In contrast, county-level Catholic population share is linked with higher self-efficacy. However, this Catholic contextual effect is explained when controlling for county-level variables. 相似文献
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Marijke Keus van de Poll Louise Sjdin Mats E. Nilsson 《Applied cognitive psychology》2019,33(4):537-543
It is not unusual that people have to write in an environment where background speech is present. Background speech can vary in both speech intelligibility and location of the sound source. Earlier research has shown disruptive effects of background speech on writing performance. To expand and reinforce this knowledge, the present study investigated the role of number of voices and sound source location in the relation between background speech and writing performance. Participants wrote texts in quiet or in background speech consisting of one or seven voices talking simultaneously located in front of or behind them. Overall, one voice was more disruptive than seven voices talking simultaneously. Self‐reports showed that sound from the front was more disruptive compared with sound from behind. Results are in line with theory of interference‐by‐process, attentional capture, and the cross‐modal theory of attention. The relevance of the results for open‐office environments is discussed. 相似文献
257.
如何有效地引导个体“慷慨解囊”一直是理论和实践都关注的热点。基于道德基础理论和刻板印象内容模型, 研究考察了在不同社会知觉(温暖型vs.能力型)的劝捐主体中, 两种道德诉求方式(个体人道诉求vs.群体规范诉求)对劝捐效果的影响及其内在机制。3个实验的结果显示:温暖型(能力型)劝捐主体与个体人道诉求(群体规范诉求)更为契合, 更有利于提升劝捐效果; 温暖型劝捐主体进行个体人道诉求主要通过唤起个体的自我效能而提升劝捐效果, 而能力型劝捐主体进行群体规范诉求则主要通过增强个体的反应效能而提升劝捐效果。 相似文献
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Critical reflection potentially allows social work and human service (SWHS) students to understand how past experiences can shape their future practice. This study of 20 Australian undergraduate SWHS students with a history of childhood adversity found reflective writing for this purpose was not a useful pedagogical practice. Rather than developing skills in critical reflection students found the task performative, linked to academic requirements, where they needed to display emotional containment. Consequently, SWHS academics need to examine reflective writing about childhood adversity for assessment as this process may not enable students to build skills in critical reflection that drive professional development. 相似文献