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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.

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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

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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

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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

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Christopher R. Hill, Deborah L. Feltz, Stephen Samendinger and Karin A. Pfeiffer

health risks highlight the importance of examining variables that could effect increases in childhood PA. The influence of one’s self-efficacy beliefs to overcome barriers shows promise in the physical domain as a common positive correlate with adolescent PA ( Bauman et al., 2012 , Craggs, Corder, van

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Margaret P. Sanders and Nicholas P. Murray

’s thoughts, mood, and perceived self-efficacy of one’s ability ( Bandura, 1990 , 2004 ). The mechanism with the strongest impact on behavior and skill acquisition is self-efficacy ( Bandura, 2004 ). Albert Bandura’s Social Cognitive Theory (SCT) states that self-efficacy is essential to performing a task or

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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.

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Stephanie Truelove, Andrew M. Johnson, Shauna M. Burke and Patricia Tucker

completing their bachelor of education degree or have received specialized and intense training during their preservice program” ( Spence et al., 2004 , p. 84). The advanced training and knowledge specialist teachers receive can have a large influence on their teaching self-efficacy, as teachers are

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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

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Brock McMullen, Hester L. Henderson, Donna Harp Ziegenfuss and Maria Newton

also been ascertained that the interactions and relationship between an athlete and coach are major contributors to the formulation of an athlete’s self-efficacy beliefs and the consequential enjoyment of their sport ( Côté & Gilbert, 2009 ; Hu, Motl, McAuley, & Konopack, 2007 ; Jackson, Knapp