Propiedades psicométricas de la Escala de Autoeficacia para el rendimiento académico en estudiantes universitarios / Psychometric properties of the Self-Efficacy Scale for Academic Performance in university students

Resumen La Teoría Social Cognitiva reconoce a la autoeficacia en el marco de las creencias personales que permiten a las personas ejercer cierto control sobre su comportamiento, y es de particular relevancia en relación con la vida universitaria y el rendimiento académico. El presente trabajo tuvo como objetivo estudiar las propiedades psicométricas de la versión abreviada de la Escala de Autoeficacia para el Rendimiento Académico en universitarios adaptada por Krumm y Lemos (2012). El estudio que se presenta fue de índole instrumental, con un diseño transversal, no experimental y se utilizó un muestreo no probabilístico incidental. Participaron 1044 estudiantes universitarios residentes todos en Formosa capital al momento del estudio. La edad media de los participantes fue de 26 años (DE = 7.125), de los cuales un 24.9 % de hombres (n = 260) y un 75.1 % de mujeres (n = 784). Según la técnica de ecuaciones estructurales, se efectuó el Análisis Factorial Confirmatorio (AFC) sobre la versión original de la escala (Modelo 1), y se realizaron dos reespecificaciones que generaron dos modelos: el Modelo 2 definido como una escala unidimensional con 24 ítems y el Modelo 3 o versión breve, definido a partir de una escala unidimensional con nueve ítems. La solución final obtuvo índices de ajuste óptimos (RMSEA = .019; TL I = .999; CFI = .998 y GFI = .997) y confirma que la propuesta de una versión breve de la Escala de Autoeficacia para el Rendimiento Académico presenta adecuadas propiedades psicométricas y posibilita la evaluación de la autoeficacia académica en estudiantes universitarios de manera práctica, por lo que resulta particularmente útil en contextos de investigación.

Abstract The Social Cognitive Theory recognizes Self-efficacy within the framework of personal beliefs that allow people to exercise some control over their behavior, being of particular relevance in relation to university life and Academic Performance. University life poses not only cognitive challenges but also emotional and social challenges that involve the development and mobilization of personal resources to adapt to the demands of higher education. Self-efficacy linked to Academic Performance in this context can be a factor that favors learning in the case of perceived adequately capable, or it can be a factor that contributes to shelling or abandonment in the case of not being adequately experienced. Given its importance, the conceptualization of the concept of Self-efficacy has made possible the design of various scales that allow evaluating this construct, some oriented to the evaluation of General Self-efficacy and others to Self-efficacy in relation to specific aspects. However, given the complexity of the concept and the factors that influence its configuration, it is considered necessary to research and develop specific instruments related to the transit through university life with all the demands that it entails and that allow a deeper understanding of this particular training stage. The present work aimed to study the psychometric properties of the abbreviated version of the Self-efficacy Scale for Academic Performance in university students adapted by Krumm and Lemos (2012). The study presented was instrumental in nature, with a cross-sectional, non-experimental design, an incidental non-probabilistic sampling was used. 1044 university students, all residing in Formosa Capital at the time of the study, participated. The mean age of the participants was 26 years (SD = 7.125), being 24.9% men (n = 260) and 75.1 % women (n = 784). The original Scale consisted of 24 items and three subscales: (1) coping with negative physical and emotional states; (2) social relationships; and (3) coping with positive emotions. The following reliability indices were reported for each subscale: Cronbach's Alpha of .59, .69 and .55 respectively. Considering the technique of structural equations, the confirmatory factor analysis (CFA) was carried out on the original version of the Scale (Model 1), carrying out two re-specifications, which generated two models, Model 2 defined as a one-dimensional Scale with 24 items and Model 3 or short version, defined from a one-dimensional scale with 9 items. The results obtained show that the three dimensions proposed in the original scale did not emerge as such, since the items that made it up presented differences in grouping by factor. The final solution or short version obtained optimal fit indices (RMSEA = .019; TL I = .999; CFI = .998 and GFI = .997). Regarding reliability, the Omega coefficient showed a high internal consistency of the scale both for the original test and for the abbreviated version, indicating that, despite having reduced the number of items on the scale, it retains adequate reliability. From the results obtained, it is confirmed that the proposal of a short version of the Self-efficacy Scale for Academic Performance presents adequate psychometric properties and enables the evaluation of academic self-efficacy in university students in a practical way, which is why it is particularly useful in research contexts.

Mensuração de eficácia coletiva: revisão sistemática e avaliação dos instrumentos de medida / Measuring collective efficacy: systematic review and evaluation of the measurement instruments / Medición de eficacia colectiva: revisión sistemática y evaluación de los instrumentos de medida

Para efetuar uma revisão sistemática de pesquisas empíricas sobre mensuração de eficácia coletiva (EC), 49 artigos empíricos indexados no PsycNET ou na Web of Science foram analisados. A mensuração de EC tem se concentrado no âmbito esportivo e em amostras de adultos. A estratégia mais comum é o agregado de crenças individuais na capacidade grupal de atingir objetivos. As evidências de validade apresentadas para as medidas são principalmente as baseadas na estrutura interna e/ou na relação com outras variáveis. O alfa de Cronbach é o principal indicador de fidedignidade dos instrumentos analisados. Observou-se incoerência entre conceito e medidas de EC em cerca de 40% dos artigos. Esta revisão identificou problemas psicométricos na mensuração de EC, especialmente aqueles referentes à coerência entre conceito e medida. Recomenda-se que a construção de novas medidas respeite as diretrizes propostas tanto pela Teoria Social-Cognitiva quanto pela área de avaliação psicológica

To carry out a systematic review of empirical research on measuring collective efficacy (CE), 49 empirical articles indexed on PsycNET or Web of Science were analyzed. The measurement of CE has been concentrated on the sports field and adult samples. The most common strategy is the aggregation of individual beliefs in the group's ability to achieve goals. The validity evidence presented for measures is mainly based on internal structure and/or on relations to other variables. Cronbach's alpha is the main reliability indicator of the analyzed instruments. Incoherence between CE concept and measures was observed in about 40% of the articles. This review identified psychometric problems in the measurement of CE, especially those related to the coherence between concept and measure. It is recommended that the construction of new measures respect the guidelines proposed by both the Social Cognitive Theory and the psychological assessment area

Para efectuar una revisión sistemática de la investigación empírica sobre la medición de eficacia colectiva (EC), se analizaron 49 artículos indexados en PsycNET o Web of Science. La medición de EC se ha concentrado en el campo deportivo y en muestras de adultos. La estrategia más común es la agregación de creencias individuales en la capacidad grupal para lograr objetivos. La evidencia de validez presentada para las medidas se basa principalmente en estructura interna y / o relación con otras variables. Alfa de Cronbach es el principal indicador de fiabilidad de los instrumentos analizados. Se observó incoherencia entre el concepto y medidas de EC en cerca del 40% de los artículos. Esta revisión identificó problemas psicométricos en la medición de EC, especialmente los relacionados con la coherencia entre concepto y medida. Se recomienda que la construcción de nuevas medidas respete las pautas propuestas por la Teoría

Analysis of Social Cognitive Theory in predicting Physical Activity Among Adolescents in Depok City, West Java Province, Indonesia: Structural Equation Modeling Approach

@#Introduction: The proportion lack of physical activity (PA) among adolescents worldwide is increasing. Many studies have analyzed the behavioral determinants of PA among adolescents, but research that analyzes the relationship of all determinants in a conceptual framework is still limited. Social Cognitive Theory (SCT) is one of the concepts that is used as the basis for developing interventions to increase PA in the population. The purpose of this study was to examine the direct and indirect effect of SCT constructs on PA among adolescents in Depok City. Methods: A cross sectional study was conducted. A total of 351 high-school students (aged 14-19 years) completed the questionnaire. The PA level was measured using the Three-Day PA Recall (3DPAR) questionnaire and the data obtained were converted into METs using the Youth Compendium of Physical Activities. Structural Equation Modelling (SEM) was applied to analyze the relationship between SCT variables and PA in adolescents. Results: Self-efficacy had positive effects on outcome expectation (ρ=0.880, P-value 0.000), self-regulation (ρ= 0.243, P-value 0.000), social support (ρ=0.910, P-value 0.000) and PA (ρ=0.489, P-value 0.000). Self-efficacy had negative effect on perceived barriers (ρ=-0.919, P-value 0.000), Outcome expectation had positive effects on PA (ρ=0.919, P-value 0.000) and self-regulation (ρ=0.137, P-value 0.026). Self-regulation had positive effect on PA (ρ=0.188, P-value 0.004). Social support had positive effect on self-regulation (ρ=0.320, P-value 0.000). Perceived barriers had negative effect on self-regulation (ρ=-0.248, P value 0.003). Conclusion: Self-efficacy had the strongest effect on PA, but did not have indirect effect on PA through outcome expectations and self-regulation.

Uma avaliação das técnicas expressivas pela psicologia simbólica. Apresentação da técnica "marionetes do self" / An assessment of expressive techniques from the perspective of symbolic psychology. Presentation of the "marionettes of the self" technique / Una evaluación de las técnicas expresivas por la psicología simbólica. Presentación de la técnica "títeres del yo"

O autor compara a psicoterapia dinâmica exclusivamente verbal e aquela que emprega também técnicas expressivas dentro da perspectiva simbólica e transferencial. Considera que as técnicas expressivas aumentam consideravelmente o potencial da elaboração simbólica, pelo fato de serem ativados em maior extensão e profundidade os significados simbólicos, junto com uma maior possibilidade de vivenciá-los. Compara a técnica menos participativa e mais verbal com a mais participativa e menos verbal e favorece a segunda pela maior produção de significados, maior possibilidade de o terapeuta exercer a sua vocação e a sua criatividade, maior cooperação do paciente na terapia e maior possibilidade da Sombra da terapia (inclusive do terapeuta) surgir e ser elaborada. Chama a atenção para o maior perigo da projeção da Função Transcendente no analista se tornar defensiva com a terapia exclusivamente verbal e interativa. O autor conclui com um aviso sobre a necessidade de precaução no uso das técnicas expressivas, pois exatamente pelo seu poder de energização dos símbolos e das funções psíquicas, elas podem exacerbar as defesas e agravar os quadros clínicos. Na segunda parte, o autor descreve a técnica expressiva das Marionetes do Self e atribui sua originalidade à sua abrangência, que inclui a relação transferencial. Descreve as características das suas peças e da sua montagem. Esclarece que o seu uso pode ser terapêutico e pedagógico para ensino normal ou supervisão. Finalmente, na terceira parte, o autor tece considerações sobre as restrições à participação ativa do consciente na terapia psicodinâmica e as atribui basicamente ao seu redutivismo ao inconsciente, tanto por Freud (o reprimido e o Id) quanto por Jung (inconsciente coletivo). Baseado na proposta de ampliação do conceito de arquétipo para englobar também o consciente e do conceito de símbolo para englobar também o objetivo, o autor propõe a elaboração simbólica igualmente a partir da perspectiva consciente e inconsciente. Em função dessa ampliação, teoriza que as técnicas behavioristas, cognitivas e até mesmo a psicofarmacoterapia podem ser usadas também como técnicas expressivas da psicoterapia dinâmica, ao serem exercidas dentro da perspectiva simbólica e transferencial.

The author compares exclusively verbal dynamic psychotherapy with psychotherapy that also employs expressive techniques within a symbolic and transferential framework. As a result, expressive techniques are considered to substantially increase the potential of symbolic elaboration, due to the fact that symbolic meanings are activated to a greater extent and depth, along with a greater possibility of being experienced. The less participative and more verbal technique is compared with the more participative and less verbal technique and the second one is favored due to a greater production of meanings, a greater possibility for the therapist to exercise their vocation and creativity, the patient's greater cooperation in the therapy and a greater chance of the therapy's (including the therapist's) Shadow arising and being elaborated. Attention is drawn to the great danger of the projection of the Transcendent Function onto the analyst becoming defensive in exclusively verbal and interactive therapy. The author concludes with a warning about the need for caution in the use of expressive techniques, as precisely due to their power to energize symbols and psychic functions, they can exacerbate defenses and worsen clinical conditions. In the second part, the author describes the expressive technique of the Marionettes of the Self and attributes its originality to its scope, which includes the transferential relationship. The characteristics of its parts and its assembly are described and its use recommended for therapeutic and pedagogical purposes in regar teaching or supervision. Finally, in the third part, the author considers the restrictions on the active participation of the conscious in psychodynamic therapy and basically attributes them to its reductionism to the unconscious, both by Freud (repression and the Id) and by Jung (the collective unconscious). Based on the proposal to expand the concept of archetype to also encompass the conscious and the concept of symbol to also encompass the objective dimension, the author proposes the symbolic elaboration from the perspective of both the conscious and the unconscious. Due to this expansion, the author theorizes that behavioral and cognitive techniques and even psychopharmacotherapy may also be used as expressive techniques of dynamic psychotherapy when they are exercised within the symbolic and transferential perspective.

El autor compara la psicoterapia dinámica exclusivamente verbal y la que también emplea técnicas expresivas dentro de la perspectiva simbólica y transferencial. Considera que las técnicas expresivas aumentan considerablemente el potencial de elaboración simbólica, debido a que se activan en mayor medida y profundidad los significados simbólicos, así como una mayor posibilidad de experimentarlos. Compara la técnica menos participativa y más verbal con la técnica más participativa y menos verbal y favorece a la segunda por mayor producción de significados, mayor posibilidad para el terapeuta de ejercer su vocación y su creatividad, mayor cooperación del paciente en la terapia y mayor posibilidad de que la Sombra de la terapia (incluido el terapeuta) surja y se elabore. Llama la atención sobre el mayor peligro de que la proyección de la Función Trascendente sobre el analista se vuelva defensiva con la terapia exclusivamente verbal e interactiva. El autor concluye con una advertencia sobre la necesidad de cautela en el uso de técnicas expresivas, pues precisamente por su poder de dinamización de símbolos y funciones psíquicas, pueden exacerbar las defensas y empeorar el cuadro clínico. En la segunda parte, el autor describe la técnica expresiva de los Títeres del Yo y atribuye su originalidad a su alcance, que incluye la relación transferencial. Describe las características de sus partes y de su montaje. Aclara que su uso puede ser terapéutico y pedagógico para la enseñanza o supervisión normal. Finalmente, en la tercera parte, el autor considera las restricciones a la participación activa del consciente en la terapia psicodinámica y las atribuye básicamente a su reduccionismo al inconsciente, tanto de Freud (lo reprimido y el Id) como de Jung (inconsciente colectivo). Partiendo de la propuesta de ampliar el concepto de arquetipo para abarcar también lo consciente y el concepto de símbolo para abarcar también lo objetivo, el autor propone la elaboración simbólica por igual desde la perspectiva consciente e inconsciente. Debido a esta expansión, teoriza que las técnicas conductistas, cognitivas e incluso la psicofarmacoterapia también pueden ser utilizadas como técnicas expresivas de la psicoterapia dinámica, cuando se ejercen en la perspectiva simbólica y transferencial.

Autoeficácia para Regulação Emocional e Autoeficácia Social: busca de evidências de validade de construtos relacionados / Regulatory Emotional Self-Efficacy and Social Self-Efficacy: validation evidence of related constructs / Autoeficacia para la Regulación Emocional y Autoeficacia Social: búsqueda de evidencias de validez de los constructos relacionados

O presente estudo teve como objetivo buscar evidências de validade para a Escala de Autoeficácia para Regulação Emocional (AERE) por meio da relação com a Escala de Autorregulação Emocional (EARE) e a Escala de Autoeficácia Social (AES). Para tanto, 549 participantes com idades entre 13 e 23 anos (M = 16,82, DP = 1,551), de Belém (72,7%, n = 399) e do Rio de Janeiro (27,3%, n = 150) compuseram a amostra. Eles responderam a EARE e outros dois instrumentos, um que avalia a autorregulação emocional diante da tristeza (Escala de Autorregulação Emocional - EARE) e outro, que avalia a autoeficácia social (Escala de Autoeficácia Social - AES). Os resultados indicaram que a autorregulação emocional mostrou maiores índices de predição em relação à autoeficácia para regulação emocional, do que para a autoeficácia social, embora ambos os construtos tenham gerado coeficientes significativos. Os achados corroboram a literatura, confirmando a evidência de validade para a Escala de Autoeficácia para Regulação Emocional e são discutidos à luz dos pressupostos teóricos (AU).

This study aimed to seek evidence of validity for the Self-Efficacy Scale for Emotional Regulation (SESER) using the relationship with the Emotional Self-Regulation Scale (ESRE) and the Social Self-Efficacy Scale (SSES). Participants included a total of 549 students aged between 13 and 23 years old (M = 16.82, SD = 1.551) from the Brazilian municipalities of Belém (72.7%, n = 399) and Rio de Janeiro (27.3%, n = 150). They responded to SEERS and two other instruments, one that assessed emotional self-regulation in the face of sadness (Emotional Self-Regulation Scale - ESRS) and another that assessed social self-efficacy (Social Self-Efficacy Scale - SSE). The results indicated that emotional self-regulation showed higher rates of prediction for emotion regulation self-efficacy than for social self-efficacy, although both constructs generated significant coefficients. The findings corroborate the literature, confirming the evidence of validity for the Self-efficacy Scale for Emotional Regulation and are discussed in the light of theoretical assumptions (AU).

El presente estudio tuvo como objetivo buscar evidencias de validez para la Escala de Autoeficacia para la Regulación Emocional (AERE) a través de la relación com la Escala de Autorregulación emocional (EARE) y la Escala de auto eficacia social (AES). Com este fin, 549 participantes com edades comprendidas entre 13 y 23 años (M = 16.82, DS = 1.551), de las ciudades brasileñas de Belém (72.7%, n = 399) y de Río de Janeiro (27.3%, n = 150) formaron la muestra. Respondieron al EARE y a otros dos instrumentos, uno que evalúa la autorregulación emocional frente a la tristeza (Escala de Autorregulación Emocional - EARE) y com que evalúa la autoeficacia social (Escala de Autoeficacia Social - AES). Los resultados indicaron que la autorregulación emocional mostró mayores índices de predicción com relación com la autoeficacia para la regulación emocional que para la autoeficacia social, aunque ambos constructos generaron coeficientes significativos. Los hallazgos corroboran la literatura, confirmando la evidencia de validez de la Escala de Autoeficacia para la Regulación Emocional y se discuten a la luz de los supuestos teóricos (AU).

Uso do Método Delphi no processo de adaptação e validação cultural da Escala de Desengajamento Moral para o Bullying / Use of the Delphi Method in the process of cultural adaptation and validation of the Moral Disengagement Questionnaire for Bullying Situations

O bullying é um tipo de violência cujo desengajamento moral corresponde a um processo sociocognitivo. Embora a associação entre essas variáveis seja amplamente explorada, ainda não há instrumentos validados para sua análise no contexto brasileiro. Este estudo teve por objetivo apresentar o Método Delphi e explorar sua aplicabilidade no processo de adaptação e validação cultural da Escala de Desengajamento Moral para o Bullying (EDMB). O painel de especialistas incluiu sete profissionais da saúde e da educação (seis mulheres, média de idade ­ 41 anos). Todos os participantes tinham título de doutor e pesquisavam questões relacionadas ao bullying há mais de cinco anos. A escala foi avaliada em quatro dimensões: objetividade, simplicidade, clareza e credibilidade. Os dados foram tabulados utilizando-se o programa Microsoft Excel, a estatística descritiva permitiu definir os índices de validade de conteúdo e fidedignidade. O índice de validade de conteúdo alcançou a pontuação máxima (100%) nas quatro dimensões avaliadas. A verificação de fidedignidade demonstrou desempenho médio de 94%. Após o uso do Método Delphi foi proposta versão final, em português, da escala sobre bullying e desengajamento moral. O destaque do estudo reside na apresentação e aplicação rigorosa do Método Delphi.

Bullying is a type of violence of which the moral disengagement corresponds to a socio-cognitive process. Although the association between these variables is widely explored, there are still no validated instruments for its analysis in the Brazilian context. This study aimed to present the Delphi Method and explore its applicability in the process of cultural adaptation and validation of the Moral Disengagement Questionnaire for Bullying Situations. The expert panel included seven health and education professionals (six women, average age ­ 41 years). All participants were Ph.D. and had been investigating issues related to bullying for more than five years. The scale was evaluated in four dimensions: objectivity, simplicity, clarity and credibility. The data were tabulated using the Microsoft Excel program and descriptive statistics allowed the definition of content validity and reliability indexes. The content validity index reached the maximum score (100%) in the four dimensions evaluated. The reliability check showed an average performance of 94%. After using the Delphi Method, a final version of the scale on bullying and moral disengagement in Portuguese was proposed. The strength of the study lies on the rigorous presentation and application of the Delphi Method.

La influencia de la creencia de autoeficacia en el desempeño de los alumnos del IFMG -Bambuí / A influência da crença de autoeficácia no desempenho dos alunos do ifmg - bambuí / The influence of self-efficacy beliefs in the performance of students at ifmg -bambuí

Autoeficácia é um conceito da Teoria Social Cognitiva que trata da capacidade da própria pessoa se organizar e executar ações para atingir metas. Neste estudo foi desenvolvida uma pesquisa que procurou averiguar os motivos que denotam baixo desempenho de alunos quando cursando a disciplina de Cálculo. Uma das hipóteses investigadas trata da avaliação da influência das crenças de autoeficácia utilizando como campo de estudo o corpo discente do IFMG - Campus Bambuí. A pesquisa foi desenvolvida com base na aplicação de duas etapas distintas de cunho descritivo e qualitativo que levaram em conta o início e o final das disciplinas. Os resultados apontaram a existência de crenças de autoeficácia nos alunos iniciantes que se fortaleceram nos alunos concluintes. Com base nisso, pode-se destacar a importância do professor no processo de formação da autoeficácia do aluno, a necessidade de se desenvolver novas metodologias e, também, a relevância do suporte pedagógico e psicológico.

Autoeficacia es un concepto de la Teoría Social Cognitiva que trata de la capacidad de la propia persona organizarse y ejecutar acciones para alcanzar objetivos. En este estudio se desarrolló una investigación que buscó averiguar los motivos que denotan bajo desempeño de alumnos cuando están cursando la asignatura de Cálculo. Una de las hipótesis investigadas trata de la evaluación de la influencia de las creencias de autoeficacia utilizando como campo de estudio el equipo discente del IFMG - Campus Bambuí. La investigación se desarrolló con base en la aplicación de dos etapas distintas de cuño descriptivo y cualitativo que llevaron en cuenta el inicio y el final de las asignaturas. Los resultados apuntaron la existencia de creencias de autoeficacia en los alumnos iniciantes que se reforzaron en los alumnos concluyentes. Con base en eso, se puede destacar la importancia del profesor en el proceso de formación de la autoeficacia del alumno, la necesidad de desarrollarse nuevas metodologías y, también, la relevancia del soporte pedagógico y psicológico.

Self-efficacy is a concept of Social Cognitive Theory that addresses one's ability to organize and take action to achieve goals. The research developed in this study intended to ascertain the reasons for poor student performance in disciplines such as Calculus. One of the hypotheses investigated deals with an assessment on the influence of self - efficacy beliefs. Relying on the students of IFMG - Campus Bambuí as a field of study, the research was based on the application of two distinct descriptive and qualitative steps that took into account the beginning and end of the disciplines. The results pointed at the existence of self-efficacy beliefs in beginner students and also at the fact that these beliefs became stronger in students in the end of the course. Thus, we can highlight the importance of teachers in the development of self-efficacy in students while promoting the development of new methodologies and the relevance of pedagogical and psychological support.

The Effectiveness of Social Cognitive Theory-based Educational Intervention on School Children’s Breakfast Consumption

Introduction: Breakfast consumption has a lot of beneficial effects on nutritional status and cognitive activities of school-aged children's. This study aimed to examine the efficacy of social cognitive theory–based education on schoolchildren breakfast eating behaviors.Methods:Two schools with similar socio-demographic characteristics were selected from 20 public primary schools of Ilamcity (west of Iran) and randomly assigned as intervention or control school. Fifty school children from 3rd, 4thand 5thgrades of each school participated in this study.Educational intervention was performed during 6-weeks and was focused on enhancing the self-efficacy, social support and self-regulation mediators to promote theschool children’s breakfast consumption. Data were collected at baseline and 8-weeks after intervention using a 57-item questionnaire and a breakfast food diary and analyzed using Nutritionist IV food processor software and IBM SPSS statistics data editor.Results:The findings showed that mean scores of all Social Cognitive Theory (SCT) constructs as well as breakfast eating behaviors in intervention group significantly increasedat 8-weeks after intervention (p < 0.05). Also, there was a significant increase in mean score of knowledge in control group at 8 weeks follow-up (p < 0.05). Moreover, the results showed that mean scores of energy and all measured macro and micronutrientsintakes significantly increased at follow-up in intervention group (p < 0.05). Also, there were significant increases in mean scores of energy, zinc, calcium and vitamin D intakes in control group at 8-weeks follow-up (p < 0.05). Conclusions:The findings of the present study showed thatsocial cognitive theory is an effective framework to planning and implementation of the educational intervention to promotion of male schoolchildren’s breakfast consumption.

Autoeficácia na formação superior: seu papel preditivo na satisfação com a experiência acadêmica / Self-efficacy on higher education: Its predictive role to satisfaction with academic experience

Este estudo tem como objetivo avaliar se a autoeficácia na formação superior pode predizer a satisfação com a experiência acadêmica. Participaram do estudo 372 universitários (66,4% do sexo feminino) de uma instituição de ensino superior paulista, com idade entre 17 e 53 anos (M = 22,84; DP = 6,09). Os instrumentos utilizados foram as Escalas de Autoeficácia na Formação Superior e a Escala de Satisfação com a Experiência Acadêmica. Uma análise de regressão múltipla indicou que o conjunto das facetas da autoeficácia acadêmica explicou grande parte da variância da satisfação acadêmica total (aproximadamente 64%), sendo que a faceta interação social apresentou coeficiente de regressão elevado (β = 0,79; p < 0,001). Esses resultados indicam que a autoeficácia é uma importante preditora da satisfação acadêmica.

This study aims to evaluate the possible predictive role of self-efficacy in higher education regarding student satisfaction with the academic experience. Three hundred and seventy-two university students from the state of São Paulo (66.4% female) participated this study, aged between 17 - 53 years (M = 22.84, SD = 6.09). The instruments used were the Higher Education Self-efficacy Scale and the Academic Experience Satisfaction Scale. A multiple regression analysis indicated the facets of academic self-efficacy explained considerable amount of variance in academic satisfaction (approximately 64%), and the social interaction self-efficacy facet presented a high regression coefficient (β = 0.79; p < 0.001). These findings indicate that self-efficacy constitutes an important predictor of academic satisfaction.

The Development and Evaluation of a Nutrition Education Program including Sensory and Cooking Activity to Promote Vegetable Intake among School Aged Children

BACKGROUND: The aim of the study is the development of nutrition education program for promoting vegetable intakes of school aged children. METHODS: After a pilot study and consultations of experts, a program (composed of five lessons) that was emphasized the sensory and cooking activities based on the social cognitive theory was developed. Specially, we focused on enhance expectation, self-efficacy, and behavioral performance through the intervention. For a outcome evaluation survey tool was developed, too. The lessons once-a-week (total five lessons) and survey (pre and pro) were conducted to 20 school aged children. RESULTS: The distribution of children was 11.5 years (mean age), boys (25%), girls (75%). Compared to pre-survey, the result of post-survey was higher scores for self-efficacy and two items out of ten items in food neophobia category. And one items out of six items (unfamiliar vegetables), three items out of ten items (familiar vegetables) showed positive result in food neophilia category significantly (P<0.1). CONCLUSIONS: The education duration was short(5 weeks) but we could observe visible changes on self-efficacy, behavior performances for cooking and intention to intake vegetables non-preferred ones previously. Continuous applying and supplementing this nutrition education program may promote intake of vegetables among children.

Factors affecting preference of vegetable in elementary school students: based on social cognitive theory / 한국영양학회지

PURPOSE: This study was conducted to identify the factors affecting vegetable preferences of children based on the social cognitive theory to reduce imbalances in vegetable consumption. METHODS: The survey investigated 177 elementary school students in Yangsan, Gyeongsangnam-do, in June of 2018. The subjects consisted of 44 fifth graders (27.7%) and 128 (72.3%) sixth graders. RESULTS: Among personal factors of the Social Cognitive Theory, positive outcome expectation and self-efficacy of the vegetable preference group were significantly higher than those of the non-preference group. Negative barrier scores of the non-preference group were significantly higher than those of the preference group, and the biggest barrier was that vegetables were tasteless. Among behavioral factors, the nutritional knowledge of vegetables was high, but the degree of practice was low. Practice score of the vegetable preference group was significantly higher than that of the non-preference group. Among environmental factors, the vegetable preference group was more likely to accept advice from people around them than the non-preference group and the most influential people were doctors and parents. In the vegetable intake environment, children in the vegetable preference group had high accessibility to vegetables. Correlation analysis and regression analysis of the social cognitive factors and vegetable preferences revealed all factors except nutritional knowledge showed significant correlation with vegetable preference. And surrounding people (p < 0.01), practice (p < 0.01), and self-efficacy (p < 0.05) had positive effects on vegetable preference. CONCLUSION: These results suggest that providing the health benefits from eating vegetables and educating children for improving their self-confidence are necessary for increasing the preference for vegetables and their intake by children.

Promoting sufficient fruit and vegetable intake among teachers: An intervention using the Solomon Four Group Design

Background@#Majority of recent deaths in the Philippines were attributed to noncommunicable diseases. While adequate consumption of fruits and vegetables can potentially decrease the burden of some of these noncommunicable diseases, health promotion and education interventions have also shown to increase the fruit and vegetable intake that will help prevent certain heart diseases and cancer.@*Objective@#This study aimed to evaluate the impact of a self-management intervention on psychosocial variables and fruit and vegetable intake (FVI) of public school teachers in Negros Oriental, Philippines.@*Methodology@#The study utilized the Solomon Four Group Design. The psychosocial variables were derived from Bandura's Social Cognitive Theory and Ajzen's Theory of Planned Behavior. FVI was measured using a food frequency questionnaire. An assessment of interaction between the intervention and pretest, group comparison tests, and nested ANOVA approach was performed.@*Results@#Teachers from 44 schools were included in the analysis; 112 were in the intervention group and 116 in the control group. Results indicate no significant interaction between treatment and pre-test group (F[1,224]=0.15, p=0.703) and no significant differences in the psychosocial variables scores and FVI of the intervention and control groups (p=>0.05). Significant findings in two of four psychosocial variables, particularly diet-related attitude (t=2.412, p=0.009) and knowledge regarding the recommended FVI (Fisher's exact test p=0.010), and mean FVI (t=1.898, p=0.031) were only found using data from the posttest-only intervention group who were able to attend the lecture-workshop and control group. Conclusion: The study found no evidence of pretest sensitization. There was insufficient evidence to conclude that there were differences in FVI and psychosocial variables of the intervention and control groups postintervention.

Autoeficácia e sucesso na transição para o trabalho: um estudo longitudinal / Self-efficacy and transition-to-work success: A longitudinal study / Autoeficacia y éxito en la transición al trabajo: Un estudio longitudinal

O sucesso na transição do ensino superior para o trabalho é influenciado por uma multiplicidade de fatores associados ao indivíduo, ao seu contexto, bem como à interação entre ambos. O Modelo Social Cognitivo da Transição para o Trabalho organiza conceptualmente a complexidade desta transição e orienta a sua investigação. O presente estudo visa avaliar se a autoeficácia na transição no trabalho prediz o sucesso obtido nesta transição, um ano após a conclusão do curso. Os resultados evidenciam o potencial preditivo da autoeficácia relativamente à satisfação com o percurso académico-profissional e com o trabalho, o que vem salientar a pertinência de intervenções psicoeducativas com o objetivo de desenvolver a autoeficácia na transição para o trabalho em estudantes do ensino superior.

Success in the transition from higher education to work is influenced by a multiplicity of factors associated with the individual, his/her context, as well as their interaction. The Transition-to-Work Social Cognitive Model conceptually organizes the complexity of this transition and guides its research. The present study aims to evaluate if transition-to-work self-efficacy predicts the success obtained in this transition, one year after obtaining a bachelor degree. The results show the predictive potential of self-efficacy in relation to satisfaction with the academic-professional course and the work, which highlights the pertinence of psychoeducational interventions aimed at developing self-efficacy in the transition to work of students from higher education institutions.

El éxito en la transición de la enseñanza superior al trabajo está determinado por una multiplicidad de factores asociados con el individuo, su contexto y la interacción entre ambos. El Modelo Social Cognitivo de la Transición al Trabajo organiza conceptualmente la complejidad de esta transición y orienta su investigación. El presente estudio pretende evaluar si la autoeficacia en la transición al trabajo predice el éxito obtenido en esta transición, un año después de la conclusión de la carrera universitaria. Los resultados evidencian el potencial predictivo de la autoeficacia respecto a la satisfacción con la trayectoria académico-profesional y con el trabajo, lo que viene a subrayar la pertinencia de intervenciones psicoeducativas con el propósito de desarrollar la autoeficacia en la transición al trabajo en estudiantes de enseñanza superior.

Characterization of Basic Education Teachers Based on the Social Cognitive Model of Job Satisfaction / Caracterização de Docentes da Educação Básica a partir do Modelo Social Cognitivo de Satisfação no Trabalho / Caracterización de los Docentes de Educación Básica a partir de la Satisfacción del Modelo Social Cognitivo Social en el Trabajo

Abstract Teachers' job satisfaction and the factors that contribute to it are important in the school context as theycanaffect teachers' motivation and performance. This study aims to identify the dimensions associated with the degree of satisfaction amongbasic education teachers based on the Social Cognitive Model of Teacher Job Satisfaction and the degree of collective teacher efficacy. This study applied quantitative research methods to a sample of 495 basic education teachers within a network of private schools in three Brazilian states. The results indicate that positive affect and life satisfaction were the factors most strongly associated with job satisfaction. There was no association between efficacy beliefs (self-efficacy and collective efficacy) and job satisfaction. Elementary school teachers had the most negative perceptions of teaching. Specific aspectsof the school environment, such as a lack of student discipline, may have contributed to this result.

Resumo A satisfação no trabalho docente e seus elementos influenciadores são fatores importantes no contexto escolar, pois podem afetar os estados motivacionais e o nível de desempenho do professor. Este estudo tem como objetivo identificar as dimensões associadas ao grau de satisfação de professores da Educação Básica, a partir do Modelo Social Cognitivo de Satisfação no Trabalho Docente, e ao grau da eficácia coletiva docente. Consta de uma pesquisa quantitativa aplicada numa amostra de 495 docentes da Educação Básica de uma rede privada de ensino, em três estados brasileiros. Os resultados indicaram que o afeto positivo e a satisfação com a vida foram os fatores mais fortemente associados à satisfação com o trabalho. Não houve associação entre as crenças de eficácia (auto eficácia e eficácia coletiva) e a satisfação no trabalho. Os professores do Ensino Fundamental apresentaram as percepções mais negativas sobre a docência. Circunstâncias específicas do contexto escolar, tais como a indisciplina discente, podem ter contribuído para esse resultado.

Resumen La satisfacción en el trabajo y sus elementos de influencia, son factores importantes en el contexto escolar, porque pueden afectar los estados de motivación y el nivel de desempeño del docente. Este estudio tiene como objetivo identificar las dimensiones asociadas al grado de satisfacción de los profesores de Educación Básica, a partir del Modelo Social Cognitivo de Satisfacción en el Trabajo y el grado de eficacia colectiva docente. Asimismo, constituye una investigación cuantitativa aplicada a una muestra de 495 docentes de Educación Básica, provenientes de escuelas privadas de tres Estados brasileños. Los resultados indicaron que los factores más influyentes en la satisfacción con el trabajo son el afecto positivo y la satisfacción con la vida. No hubo asociación entre las creencias de eficacia (autoeficacia y eficacia colectiva) y la satisfacción en el trabajo. Los profesores de Enseñanza Fundamental presentaron las percepciones más negativas respecto a la docencia. Esta situación tal vez esté determinada por la concurrencia de circunstancias específicas del contexto escolar, que pueden haber contribuído a este resultado, tales como la indisciplina de los estudiantes.

Analysis of suicidal ideation and its related factors among migrant construction male workers in Pudong New Area, Shanghai / 上海交通大学学报（医学版）

Objective: To understand the suicidal ideation among migrant construction male workers in Pudong New Area, Shanghai, and analyze the influence factors based on social cognitive theory. Methods: Surveys were carried out among 1 850 migrant construction male workers from 3 randomly chosen construction sites using cluster random sampling. Univariate and multivariate Logistic regressions analysis were used to explore the association between suicidal ideation and its related factors such as negative psychology, negative cognition and high-risk behavior. Results: Among the total 1 580 respondents completed the survey, 126 (8.0%) reported having suicidal ideation. In the univariate Logistic regression analysis, drug abuse, alcohol abuse, depression, generalized anxiety and loneliness were risk factors for suicidal ideation, while perceived social support was a protective factor. Five of the six variables, alcohol abuse (ORm=2.15, 95%CI 1.42-3.24), depression (ORm=2.47, 95%CI 1.17-5.21), generalized anxiety (ORm=2.24, 95%CI 1.50- 3.35), loneliness (ORm=2.09, 95%CI 1.28-3.40) and perceived social support (ORm=1.84, 95%CI 1.20-2.83) were selected by the multivariate Logistic regression analysis. Conclusion: Suicidal ideation among migrant construction male workers in Pudong New Area, Shanghai occurs under the influence of negative psychology, negative cognition and high-risk behavior. For the crowds, family and society should be actively promoted and mental health interventions should be strengthened, which could effectively prevent suicide ideation.

Cognitive and behavioral case conceptualization report of a case with obsessive-compulsive disorder / 中国心理卫生杂志

To explore how to formulate the case conceptualization of obsessive-compulsive disorder (OCD) in the perspective of cognitive theory and behavioral theory. The current study utilized the cognitive behavioral conceptualization model to account for the development and maintenance of obsessive-compulsive symptoms of a college student with OCD. An intervention strategy combining exposure and reaction prevention (ERP) with cognitive techniques was implemented within a 17-session individual counseling in 13 weeks. Client's anxious, depressive and obsessive-compulsive symptoms were assessed at baseline and after 13-week intervention with the Self-rating Anxiety Scale (SAS), Self-rating Depression Scale (SDS) and Yale-Brown Obsessive Compulsive Scale (Y-BOCS), respectively. Results showed a significant decrease in anxiety and depressive symptoms. The score of Y-BOCS decreased from 25 to 11 after intervention, which indicated normal social functioning. These findings suggested that the cognitive theory and behavioral theory of OCD could effectively guide the process of case conceptualization and the counselling practice.

Analysis of suicidal ideation and its related factors among migrant construction male workers in Pudong New Area, Shanghai / 上海交通大学学报（医学版）

Objective·To understand the suicidal ideation among migrant construction male workers in Pudong New Area,Shanghai,and analyze the influence factors based on social cognitive theory.Methods · Surveys were carried out among 1 850 migrant construction male workers from 3 randomly chosen construction sites using cluster random sampling.Univariate and multivariate Logistic regressions analysis were used to explore the association between suicidal ideation and its related factors such as negative psychology,negative cognition and high-risk behavior.Results· Among the total 1 580 respondents completed the survey,126 (8.0％) reported having suicidal ideation.In the univariate Logistic regression analysis,drug abuse,alcohol abuse,depression,generalized anxiety and loneliness were risk factors for suicidal ideation,while perceived social support was a protective factor.Five of the six variables,alcohol abuse (Orm=2.15,95％CI 1.42-3.24),depression (Orm=2.47,95％CI 1.17-5.21),generalized anxiety (Orm=2.24,95％CI 1.50-3.35),loneliness (Orm=2.09,95％CI 1.28-3.40) and perceived social support (Orm=1.84,95％CI 1.20-2.83) were selected by the multivariate Logistic regression analysis.Conclusion · Suicidal ideation among migrant construction male workers in Pudong New Area,Shanghai occurs under the influence of negative psychology,negative cognition and high-risk behavior.For the crowds,family and society should be actively promoted and mental health interventions should be strengthened,which could effectively prevent suicide ideation.

Aspectos Históricos e Epistemológicos sobre Crenças de Autoeficácia: Uma Revisão da Literatura / Historical and epistemological aspects about self-efficacy beliefs: a literature review / Aspectos históricos y epistemológicos sobre creencias de autoeficacia: una revisión de la literatura

Quando alguém se pergunta "Será que sou capaz de fazer?", está indagando sobre a crença que tem da sua autoeficácia, construto postulado por Albert Bandura em 1977, que se caracteriza pela percepção das pessoas acerca das próprias capacidades de organizar e executar cursos de ação requeridos para produzir certas realizações. No presente artigo consta um levantamento histórico dos antecedentes e da evolução do conceito da Teoria da Autoeficácia, sua relação com a Teoria Social Cognitiva, sua localização epistemológica, bem como uma investigação quantitativa de artigos publicados sobre autoeficácia nas bases de dados "Web of Science", "Scopus", "Biblioteca Brasileira de Dissertações e Teses", "Scielo" e "Lilacs/BVS". Foi possível associar a Teoria de Autoeficácia ao paradigma Interpretativista, o que direciona a compreensão das bases epistemológicas da teoria. O crescimento gradual da produção de artigos desde a década de 1970, em diversas áreas do conhecimento e não apenas em Psicologia, parece indicar a importância e amplitude científica do conceito, com destaque visível para as publicações estadunidenses.(AU)

When someone asks oneself "Will I be able to do it?", he/she is inquiring about the beliefs that he/she has in his/her own self-efficacy, construct postulated by Albert Bandura in 1977, characterized by the people's perception about their own capabilites of organizing and executing courses of action required to produce certain achievements. In the present article contains a historical survey of antecedents and evolution of the concept of Self-efficacy Theory, its relationship with Social Cognitive Theory, its epistemological location, as a quantitative investigation of published articles about self-efficacy in the data bases "Web of Science", "Scopus", Biblioteca Brasileira de Dissertações e Teses", "Scielo", and "Lilacs/BVS". It was possible to associate Self-efficacy Theory to the Interpretivism paradigm, which directs the understanding of the epistemological basis of the theory. The gradual growth of the production of articles since the decade of 1970, in many areas of knowledge and not only in Psychology, seems to indicate the importance and scientific range of the concept, with emphasis in the United States of America publications.(AU)

Cuando alguien se pregunta: "¿Soy capaz de hacer?" se pregunta sobre la creencia que tiene de su autoeficacia, constructo postulado por Albert Bandura en 1977, caracterizado por la percepción de las personas acerca de las propias capacidades para organizar y ejecutar cursos de acción necesarios para producir ciertos logros. En este artículo hay un estudio historico de los antecedentes y la evolución del concepto de la Teoría de la Auto-eficacia, su relación con la Teoría Social Cognitiva, su ubicación epistemológica, así como una investigación cuantitativa de artículos publicados sobre auto-eficacia en las bases de datos "Web of Science","Scopus","Biblioteca Brasileña de Tesis y Disertaciones","Scielo" y "Lilacs/BVS". Fue posible vincular la Teoría de la Auto-eficacia a paradigma Interpretativo, que dirige la comprensión de los fundamentos epistemológicos de la teoría. El crecimiento gradual de la producción de los artículos desde la década de 1970, en diversas áreas del conocimiento y no sólo en la psicología, indica la importancia y amplitud científica del concepto, con énfasis en publicaciones en los Estados Unidos.(AU)

Breve descripción del modelo cognitivo posracionalista de Vittorio Guidano y su presencia actual en escenarios de la psicología en Antioquia / Brief description of Vittorio Guidano's Post-Rationalist Cognitive Model and its current presence on phycology scenarios in Antioquia

Lo abordado en el presente artículo se desarrolla en el marco de la investigación titulada "Aproximación histórica de la demarcación disciplinar de la psicología en Antioquia", liderado por un grupo docente de distintas universidades, al cual se suma este producto como ejercicio complementario de estudiantes en calidad de auxiliares adscritos a la misma. Su propósito se concentra en realizar una breve descripción del Modelo Cognitivo Posracionalista de Vittorio Guidano, y abordar su presencia actual en escenarios de la psicología en Antioquia, reconociendo a grandes rasgos, algunos aspectos de su aparición en el plano local y su incidencia actual. Para tal fin, se contemplarán, inicialmente, algunas nociones básicas del modelo posracionalista que remitirán a su desarrollo; y posteriormente se describirá su estado actual en Antioquia, acudiendo fundamentalmente a entrevistas realizadas a personajes del departamento, que desde su labor, han contribuido a la difusión de la misma

This article is framed in the context of an investigation entitled "Historical approach of psychology's disciplinary demarcation in Antioquia", which is led by a teacher's council from different universities, and served as complementary practice for auxiliary students from the same universities. Its purpose is to develop a brief description of Vittorio Guidano's Post-Rationalist Cognitive Model, and to address its current presence in psychology scenarios in Antioquia, deeply acknowledging some aspects of its emergence and impact in local settings. To accomplish this, some basic notions of the Post-Rationalist model and its development are presented; as well as a description of its current stage in Antioquia; having, as the main source of data, interviews with people from the region whose labor has contributed to the diffusion of the model.

Relationship between resilience, cognitive emotion regulation strategies and fatigue reaction of navy soldiers / 第二军医大学学报

Objective To investigate the relationship between resilience, cognitive emotion regulation strategies and fatigue reaction of navy soldiers. Methods A total of 846 soldiers were selected froma navy troop by convenience sampling method, and were tested by cognitive emotion regulation questionnaire-Chinese version (CERQ-C), Connor-Davidson resilience scale (CD-RISC) andmultidimensional fatigue inventory scale (MFI-20). SPSS 21.0 software were used to analyze the relationship between the variables. Results Non-adaptive emotion regulation strategy was positively correlatedwith fatigue reaction in the soldiers (P<0.01), and the three dimensions of resilience werenegatively correlated with fatigue reaction in the soldiers (P<0.01). Both resilience and cognitive emotion regulation strategies could independently explain the variance of fatigue reaction of the soldiers, in which self-improvement (β=-0.206, P < 0.05) and adaptive strategies (β=-0.229, P<0.01) had significant negative predictive effects on fatigue reaction of soldiers, while non-adaptive strategies (β=-0.406, P<0.01) had significant positive predictive effectson fatigue reaction. The mediating effective value of resilience on adaptive strategies and fatigue reaction of soldiers was 0.53 X (-0.36)=-0.19, z=7.02, and on non-adaptive strategies and fatigue reaction of soldiers was (-0.30)X(-0.36)=0.108, z=5.12. Conclusion Cognitive emotion regulation strategieshas direct effect on fatigue reaction of navy soldiers, and it also has indirect influence on the fatigue reaction through the mediating effect of resilience.