Search Results

You are looking at 1 - 10 of 1,190 items for :

  • "selfefficacy" x
  • Refine by Access: All Content x
Clear All
Restricted access

Stefania Korologou, Vassilis Barkoukis, Lambros Lazuras, and Haralambos Tsorbatzoudis

The current study used the transtheoretical model (TTM) as a guiding theoretical framework to assess differences in processes of change, decisional balance, and self-efficacy among deaf individuals with different levels of physical activity. Overall, 146 participants (M age = 26.4 yr, SD = 4.28) completed anonymous questionnaires assessing the dimensions of the TTM, stages of change, processes of change, decisional balance, and self-efficacy. Analysis of variance showed that both experiential and behavioral processes of change were higher in the preparation, action, and maintenance stages than in the other stages. Accordingly, the benefits of physical activity participation were stronger in the preparation stage, whereas the costs were more evident in the precontemplation stage. Finally, self-efficacy at the preparation stage was higher than in the other stages. The findings revealed how different stages of physical activity participation can be explained through the TTM, and the implications for physical activity intervention are discussed.

Open access

Caitlin Brinkman, Shelby E. Baez, Francesca Genoese, and Johanna M. Hoch

addressing physical impairments and limitations, such as deficits in range of motion and strength. 2 However, the impact of psychological factors on the rehabilitation process and health outcomes after sports-related injury has been increasingly explored. Self-efficacy is an individual’s belief in their

Restricted access

Nancy D. Groh and Greggory M. Hundt

Key Points ▸ Self-efficacy is important in clinical skill performance and specific to tasks/procedures. ▸ Self-efficacy is improved through practice and repeated exposure. ▸ There is limited research in self-efficacy and athletic training. ▸ There is a need for a self-efficacy scale for assessment

Restricted access

Sara B. Flory, Rebecca C. Wylie, and Craigory V. Nieman

study was to examine the CRT self-efficacy of recent program graduates. CRT and Self-Efficacy Teaching diverse students is a highly complex task ( Ladson-Billings, 2011 ). When students come into a classroom, they bring with them funds of knowledge–– “historically accumulated and culturally developed

Restricted access

Kelly Doran and Barbara Resnick

to implementing and sustaining Function-Focused Care interactions is staffs’ self-efficacy related to physical activity ( Resnick et al., 2013 ). Self-efficacy is defined as a belief in one’s ability to execute and complete a course of action and is based on four sources of information. In regard to

Restricted access

Matteo Ponzano, Jenna C. Gibbs, Jonathan D. Adachi, Maureen C. Ashe, Angela M. Cheung, Keith D. Hill, David Kendler, Aliya A. Khan, Caitlin McArthur, Alexandra Papaioannou, Lehana Thabane, John D. Wark, and Lora M. Giangregorio

-reported activities (yes/no questions), and those who had fallen more than once were over four times as likely to avoid activities ( Zijlstra et al., 2007 ). Fear of falling may extend to physical activity and may cause individuals with osteoporosis to avoid physical activity or to have low exercise self-efficacy

Restricted access

Veronique Richard, Justin Mason, Stacey Alvarez-Alvarado, Inbal Perry, Benoit Lussier, and Gershon Tenenbaum

associated with higher performance levels in swimming ( Anshel & Porter, 1996 ), exploring its role in the PPR–performance relationship is worth investigating. To verify Singer’s PPRs regulation effect assumption, the current study measured the fluctuation in two self-regulation indicators: self-efficacy and

Restricted access

Kate Hovey, Diana Niland, and John T. Foley

Self-Efficacy Bandura ( 1977 ) described self-efficacy as a belief that one can perform a specific behavior to achieve a specific result, or situation-specific self-confidence. When the term teacher self-efficacy is examined, this belief centers on the teacher’s perception of how well he or she can

Restricted access

Xiaoxia Su, Ping Xiang, Ron E. McBride, Jiling Liu, and Michael A. Thornton

This study examined at-risk boys’ social self-efficacy and physical activity self-efficacy within Bandura’s self-efficacy framework. A total of 97 boys, aged between 10 and 13 years, attending a summer sports camp completed questionnaires assessing their social self-efficacy, physical activity self-efficacy, prosocial behaviors, and effort. Results indicated that social self-efficacy and physical activity self-efficacy were clearly distinguishable. However, the two constructs had a strong positive correlation. Both social self-efficacy and physical activity self-efficacy predicted prosocial behaviors significantly, with social self-efficacy having a stronger predictive power. Physical activity self-efficacy was a better predictor of effort than social self-efficacy. This study provides initial empirical evidence supporting Bandura’s conceptualization of the domain-specific features and predictive power of self-efficacy in a summer sports camp setting, and thus enables a better understanding of the nature and effects of self-efficacy.

Restricted access

Johanna Popp, Nanna Notthoff, and Lisa Marie Warner

is important to consider whether the framing of items, that is, positive or negative polarity, exhibits different effects on younger and older adults. Particularly, in the assessment of self-efficacy, positively framed items are most often used ( Bandura, 2006 ). Perceived self-efficacy refers to