جستجوی مقالات مرتبط با کلیدواژه « efficacy » در نشریات گروه « روانشناسی »

Self-injury is one of the problems of adolescence that leaves a lot of psychological and social damage. Therefore, the present study aimed to compare belief in a just world, attachment, and self-efficacy in male adolescents with self-injury behavior without suicide and normal behavior. The research method was causal-comparative. The statistical population of this study consisted of all male teenagers in Tabriz city in 1401-1402 who were referred to Tabriz prison reform and education centers. The sample size of the study was 90 people (45 teenagers with self-injury, and 45 teenagers without self-injury) who were selected by a non-random sampling method. Data collection tools included Stone and Douglas's 27-question belief in a just world questionnaire, Hazen and Shiver's 21-question attachment style questionnaire, and the 23-question self-efficacy questionnaire of Mauritian children and adolescents. Multivariate covariance analysis was used to analyze the data. The results of the present study showed that there is a significant difference between belief in a just world, attachment styles and self-efficacy in adolescent boys with self-injurious behavior without suicide and normal behavior (P<0.001). So, believing in a just world, secure attachment styles, and high self-efficacy decrease the amount of self-injury without suicide in male adolescents.

Self-efficacy as an individual belief can strongly affect a person's thinking, emotional and behavioral patterns. Also, self-expectation to achieve desired results and goal management can affect performance. The aim of this research was to investigate the effect of self-efficacy with the mediating role of expectation of success and goal management on the skill performance of female police officers participating in the police skills competition of 2018. This research is applied in terms of purpose and survey in terms of execution method. The statistical population of the research was made up of all the participants in the first round of the police women's skill competition, numbering 79 people, who were all counted by means of valid and reliable questionnaires [Cronbach's alpha of goal management (0.773); self-efficacy (0.748); Self-expectation (0.759) and the whole questionnaire (0.833)] were asked and the data of 71 questionnaires were collected, using SPSS22 and Smart Pls3 software and Kolmogorov Smirnov tests, confirmatory factor analysis and structural equation modeling. became The research showed that the self-efficacy of people has a positive and significant effect (P<0.05) on the skill performance of police women in performing police skills. Also, self-efficacy through self-expectation and goal management has a positive and significant indirect effect (P<0.05) on skill performance. Since, according to Bandura, self-efficacy can be increased in at least four ways and goal management can be learned, the results of the research can be a basis for planning in order to improve the skill of goal management and increase the self-efficacy of police officers to implement police skills.

The study examined the relationship between extroversion and self-efficacy and coping styles with stress in students Ahvaz Branch Islamic university.The study sample included 306 of which were selected by clustering random sampling throgh all of colleges selected . used in this study , extroversion questionnaire, self-efficacy questionnaire shrr, coping style questionnaire andlr and parker all had acceptable reliability and validity were used. the variables of extroversion and self-efficacy used as predictor variabeles and coping styles with stress used as dependent varible. The main hypothesis of this study was including between emotional intelligence and self-efficacy is associated with coping styles with stress. The analysis of data with spss and multiple-regression techniques were used. The results showed that the relashionship between extroversion with coping styles and the relashionship between self-efficacy with coping styles avoidant coping styles with stress associated , and relationship between extroversion and emotion-oriented coping style ,self efficacy. , and relationship between extroversion and emotion-oriented coping style ,self efficacy

The present research aimed to compare the effectiveness of therapy based on improving quality of life (QoL) and acceptance and commitment therapy (ACT) on increasing the happiness of female teachers. Research method was quasi-experimental using pretest, post-test and a three month follow up with control group. The statistical population included all 800 married female teachers who were working in the City of Abhar Education Authority in the academic year 2017-18. 260 participants were selected by systematic random sampling and responded to the Oxford Happiness Questionnaire )Argyle, Martin, and Krassland, 1989( and then from the 124 who scored below 43, 45 subjects were selected randomly and divided into three groups, consisting of 15 participants each. One group received ACT Hayes & Strosahl (2010(; another group received QoL based therapy Frish (2016) and a third received no therapy at all (the control group). Participants took part in eight sessions of 90 minutes duration each held once a week. Data was analyzed using mixed analysis of variance with repeated measures. Results showed that both therapy programs significantly increased teachers’ total scores of happiness as well as life satisfaction (F= 94.08), positive mood (F= 19.19), health efficacy (F= 56.68) and self-esteem (F= 48.55) at the 0.01 level. Follow-up analyses showed that these results remained stable after three months. No significant difference was found between the two experimental groups. Since quality of life therapy emphasizes the promotion of happiness and life satisfaction, and ACT leads to psychological flexibility and commitment, these two methods can be applied as effective intervention methods to increase happiness of teachers.

The present study examined the relationship between problem-solving styles and academic procrastination with the mediation of academic self-efficacy among high school students. This research method is descriptive - correlation using structural equation modeling and path analysis. Participants of this study consisted of 334 high school students (171 females and 163 males) who were recruited from all high schools of Zabol city via multistage random cluster sampling method. In order to study research variables, each participant completed problem solving styles questionnaire (Cassidy & Long, 2006), self-Efficacy study questionnaire (Morgan & jinks, 1999) and academic procrastination questionnaire (Solomon & Rothblum, 1984). The reliability of research instruments was determined by Cronbach's alpha coefficient and their validity was attained through internal correlation. The results of reliability and validity of the tests were acceptable. The results of path analysis indicated that academic self-efficacy plays the role of a mediator between helplessness styles, creativity and academic procrastination. Moreover, the approach Style and Confidence Style of problem-solving indirectly and through educational self-efficacy affected academic procrastination. Identifying student's problem-solving styles can improve and increase self-efficacy which it leads to the decrease of procrastination among students.

the aim of the present study is the causal modeling of academic engagement based on supported academic performance, self-esteem and self-efficacy among undergraduate students at amir kabir university
The sample group consisted of 375 samples (263 male and 113 female) that were selected randomly from the population. To collect data the academic engagement questionnaire by Schaufeli et al., the subscales of self-esteem and supported academic performance of Trauma Resilience Scale by Madsen and academic Self-Efficacy Scale of Breso et al were used.
For data analysis, path analysis was used. Data analysis showed that supported academic performance, self-esteem and academic self-efficacy directly affect academic engagement. The supported academic performance had the highest effect. Also supported academic performance was related to academic engagement indirectly through academic self-efficacy and self-esteem.
In general the present study predicts about 32% of the variance in academic engagement. The results showed that the proposed model has a good fitness

Breast cancer is the most common type of cancer in women throughout the world. In previous studies, parent- child communication and self- efficacy variables have been studied separately. The main problem of the present study is a comprehensive investigation of the differences between parent- child communication and self- efficacy attitudes in women suffering from breast cancer and healthy women. The current study aimed to compare parent- child communication and self- efficacy in women suffering from breast cancer and healthy women. In a descriptive and causal- comparative research, the sample (26 breast cancer women and 26 healthy people) was selected conveniently from the statistical population which consisted of all the patients referring to Shohadaye Tajrish hospital. The data were collected using Sacks Sentence Completion Test (Sack and Levy, 1950). To analysis the data, qualitative and quantitative method were used. The results indicated that there was a significant difference (P=0/001) between the two groups in terms of the two variables of the study. The findings highlight the importance of paying more attention to these variables in treatment process of the patients with breast cancer.

Objectives The current study aims to evaluate the efficacy of the Early Pathways Program on parent-child interaction and warmth in children under the age of 6 with externalizing behavior problems.  Methods The study design was pretest-posttest with the control group. A total of 21 children were chosen by available sampling method and randomly assigned to experiment (10 children) and control (11 children) groups. The experiment group participated individually in 13 sessions of intervention. The research tool was the Crowley-Spike (1983) parent-child scoring scale, and the scale of the early childhood behaviors screening.  Results Repeated measure multivariate analyses of variance revealed significant differences between and within groups. Results of the t tests (Independent and paired t tests) showed significant improvement in the experimental group on all measures with stability at 6 week follow-up. Conclusion Finding of the study revealed the efficacy of the Early Pathways program for young children with externalized behavior problems living in poverty.

Various personal factors can effect on academic achievement of students, that among of them self-efficacy and the level of hope can be cited. The aim of this study was to investigate the relationship between self-efficacy and hope with academic achievement in Students, This study was conducted within the framework of correlation research methodology. The study population consisted of all female high school students in Bandar Abbas city in the academic year 2014-15, 300 persons were selected by random cluster sampling. To collect data was used from general self-efficacy questionnaire and Snyder Hope Scale. As well as for measuring the academic achievement, the end of the semester student’s average scores were used. Data were analyzed using correlation and inter regression. Results showed a positive correlation between self-efficacy and hopes with academic achievement (P

The aim of this study was to investigate the perceptions of students from achievement goals emphasized by parents and teachers in mathematics and the relationship between these goals with achievement goals, self-efficacy and coping strategies. The sample of this study included 825 eighth grade students in Tehran who were enrolled in academic year 2015-2016 selected by multistage random sampling. To assess student's understanding of the goals emphasized by parents and teachers as well as personal goals and self-efficacy, Midgley et al.'s (2000) questionnaire of adaptive learning patterns, and for assessing their coping strategies of Education, Tero and Connell's (1984) questionnaire were used. The results revealed a mediating role for mastery and performance goals between their perception of the goals emphasized by teachers and parents, self-efficacy beliefs and coping strategies in mathematics.

Identifying and assessing the emotional factors affecting academic achievement in the areas of active and educational psychology is important. In this study, standardization, validity and reliability of self-efficacy has been studied. The questionnaire contained 23 items measuring the academic, social and emotional components. 247 freshman high school students were selected by random cluster sampling and multi-stage sampling as the sample. To review the questionnaire, confirmatory factor analysis using principal components analysis and Cronbach's alpha were used to assess reliability. The results of the factor analysis showed that removal of seven items of the questionnaire and factor analysis the rest of the questions and results with varimax rotation reveals three components The results of a parallel analysis was employed to identify the exact components of the results of this analysis also confirming those three components. Thus, the number of components as well as questions obtained with high loadings were the three components. It was also found that the entire questionnaire and all sub-tests of reliability were high. At a general look, the results of the study showed that self-efficacy questionnaire (SEQ-C) was suitable for students to measure this feature and can somewhat meet the current needs.

The present research aimed to investigate factors associated with psychological well-being. In doing so, 320 students (106 males and 214 females) were selected through cluster random sampling based on Morgan Table from the second-period high school students in Aran & Bidgol, Kashan. The respondents filled out several questionnaires including Ryff Psychological Well-Being (2001), Sherer Self-Efficacy (1982), Shire and Carver Optimism (1994), Connor and Davidson Resilience (2003), Scheier Life Engagement ( 2006), Diener Psychological Flourishing(2008), and Pamela Hinds adolescents Hopefulness (1985). The data were analyzed through stepwise regression. The results indicated that there is a statistically significant and positive correlation between psychological flourishing, hopefulness, life Engagement, resilience, optimism, self-efficacy, in one hand, and psychological well-being, hopefulness, self-efficacy, and life engagement, in the other hand. In addition, it was found that flourishing can predict psychological well-being directly.

The purpose of this study investigate the training impact cognitive – behavioral on perceived social support and self-efficacy were mothers of children with specific learning difficulties. Statistical population in this research were all mothers of children with specific learning difficulties. Studied sample in this research consisted of 30 mothers of children with specific learning difficulties were. That self-efficacy and perceived social support questionnaire were received low grades. These people were divided randomly into two groups of 15 patients (experimental group and control group). Then for people experimental group, training sessions were held cognitive behavioral therapy. The control group members did not receive any intervention. Tools used in consisted of the following: self- efficacy questionnaire of sherer et al. (1982)and perceived social support scale multifaceted zymt et al. (1988). For analyzing data obtained from the analysis covariance was used. The results showed in scale of self-efficacy, self-efficacy mean scores, with significant difference between experimental and control groups. also in scale perceived social support, social support subscale mean scores in both experimental and control groups had significant difference. Based on these findings can be said in general, cognitive-behavioral therapy cause improve self-efficacy and perceived social support in mothers of children with specific learning difficulties in the group have been tested.

Aim: The aim of the current study was the determination of the effectiveness of Cognitive Behavioural Therapy in comparison with psycho-education, on the fear of childbirth and its related variables.
Method was quasi-experimental and the statistical population of nulliparous women from Ahvaz was 8000. Among them 54 women who had the entrance criteria for being considered in the research were selected. Selection was based on participants’ availability and they were randomly assigned to three groups of 18 women. Research tools were Wijma, Wijma and Zar’s Delivery Expectancy Questionnaire (1998) McCracken and Dhingra’s Pain Anxiety Symptoms (2002), Lowe’s Childbirth Self-Efficacy Inventory (1993), also nine sessions of 90-minute of Cognitive Behavioral Therapy Niminen (2016) and six sessions of 90-minute of psycho-education (Rouhi, Salmela‐Aro, Toivanen, Tokola, Halmesmäki & Saisto, 2013) for two times a week. After removing eight persons due to their absentees in two-thirds of sessions, the data of 46 persons were analyzed by the use of covariance method and comparison of two independent ratios.
Result revealed that Cognitive Behavioural Therapy decreases the fear of childbirth (F= 70.64, P= 0.001), fear of pain (F= 4.25, P= 0.02) and increases the tendency to natural childbirth (Z= 3.12, P= 0.002) and self-efficacy of childbirth (F=108.73, P= 0.001) and its effectiveness on these variables is more than psych education. Psych education only led to the increase of self-efficacy of childbirth (F=108.73, P= 0.001) and a decrease of fear of childbirth (F= 70.64, P= 0.01). The difference in the final frequency of natural childbirth in the experimental group with the control group (Z= 1.56, P= 0.1) and psych education (Z= 0.7, P= 0.4) group was not significant.
Since Cognitive Behavioural Therapy uses behavioural strategies and targets the irrational thoughts of women toward natural childbirth, it leads to the decrease of fear of childbirth and more effective than psychological training in the aforementioned fields.

The purpose of this study was to investigate the effectiveness of the combined intervention based on hope and Adler’s lifestyle therapy on self-efficacy, sense of coherence and self-compassion in individuals with physical disability. This study carried out in the framework of a single case study. The sample of this study were two women with physical disability who were selected by purposeful sampling. Before 7 sessions intervention protocol, at first, self-efficacy, sense of coherence and self-compassion questionnaires for determining the baseline were completed by the subjects. Again, these questionnaires were completed at the first, third, fifth and seventh sessions and one month later. Data analyzed by graphical analysis, percentage of recovery and ANOVA with repeated measurement. The findings showed that there were significant clinical and statistical improvements in self-efficacy, sense of coherence and self-compassion after treatment. Within a month of follow-up, improvements were maintained that indicating the sustainability of treatment effects. Considering that the significance level of F values for the difference between the mean of total scores in self-compassion, self-efficacy and coherence is less than 0.05 (p

The purpose of this study was to investigate relationship between perceived social support and deep and surface cognitive engagement with mediating of self-efficacy among Yazd university students. This research design was a correlational and the statistical population was all undergraduate students of Yazd University (with 9551 students) that 386 were selected by stratified random sampling. Participants completed questionnaires of the revised two-factor version of the learning process (Kember et al., 2004), self-efficacy (Sherer et al., 1982), and multidimensional scale of perceived social support (Zimet et al., 1988). Data were analyzed by multiple regression method and path analysis, using SPSS & AMOS softwares. The final model of research fitted well to the data. The results showed perceived social support through self-efficacy had positive relationship with deep cognitive engagement and negative relationship with surface engagement significantly, also the direct paths between perceived social support and both kind of cognitive engagement were not significant. The results indicated the important role of self-efficacy in student's deep cognitive engagement.