How a Sense of Collective Efficacy Influences Teacher Learning during Change: The Role of Academic Optimism and Shared Vision

Purpose: The purpose of this study is twofold. First, this study reflects on the development of professional capital through understanding collective cultural factors, namely, academic optimism and shared vision. Second, it aims at exploring teacher learning. Teacher learning resulting in changes to teacher knowledge, attitudes and practices is crucial for the necessary changes education is continually confronted with. This learning is too often studied as a result of individual traits or structural factors, such as motivation or time. The authors investigated how teacher learning is influenced by academic optimism and shared vision. Design/methodology/approach: The authors administered an online web-based survey to 278 teachers in higher education, using the educational change to online learning due to the COVID pandemic as a unique chance to study the role of collective cultural factors in teacher learning. Findings: Results showed how teachers characterized their learning, academic optimism and shared vision during the educational change to online learning resulting from the COVID pandemic. The authors found that teacher learning was greatly influenced by teachers' collective sense of efficacy, an aspect of their academic optimism. Teachers' strong belief in each other, that they as fellow professionals could handle the challenging changes that the COVID pandemic required, strongly enhanced teacher learning during the COVID pandemic. Teachers' feeling of a professional community helped teacher to make sense of, and push through, the undeniable chaos that was the COVID pandemic. Originality/value: Collective cultural factors are rarely studied in conjunction with educational change. Insights into how a collective culture of professionalism enhances or hinders teacher learning are important for theory, policy and practice as it helps understand how teacher teams can be supported to build their professional capital by learning from educational change.

The self-efficacy of counselors providing telemental health services during the Covid-19 pandemic

Since the onset of the COVID-19 pandemic, counselors have had to adapt and evolve to meet the needs of clients and the growing need for mental health services. In addition to a lack of experience providing telemental health (TMH) services, many counselors had received little or no TMH training or continuing education prior to the onset of the COVID-19 pandemic. Counselor self-efficacy (CSE) may be an important factor in determining how counselors have been impacted by the increase in provision of TMH services, and the areas where they are needing more support. The purpose of this quantitative study was to explore how the amount TMH training and continuing education received, the amount of time spent providing TMH services, and the amount of time spent providing counseling services predict CSE. Participants (n=84) completed an online survey containing items from the Counseling Self-Estimate Inventory (COSE). Results of a bivariate regression and one-way ANOVA indicated that TMH training and continuing education did not predict CSE;however, differences between groups revealed an interesting phenomenon which prompted further discussion. Results also showed that both the amount of time spent providing TMH services and the amount of time spent providing counseling services predicted CSE. Counselors and counselor educators can use results from this study to advocate for more resources and support for counseling students and counselors who are providing TMH services. Furthermore, results from this study indicate a need for more research on CSE and TMH to improve counselor education and support. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Evaluation of student-pharmacists' experiences in COVID-19 vaccination clinics

Objective: To examine the impact that participation in 2019 coronavirus disease (COVID19) vaccination clinics had on students' self-assessed ability to vaccinate and secondarily, to examine the impact these experiences had on student perspectives of pharmacist engagement in public health. Methods: Student pharmacists who volunteered in COVID-19 vaccination clinics were invited to complete an anonymous, electronic survey consisting of items pertaining to their self-assessed ability to vaccinate and attitudes towards pharmacist engagement in public health in a retrospective pre/post-experience. Results: Students indicated that the experiences were valuable, participation increased their comfort level with vaccination, and they were better prepared to engage in vaccination following engagement. Additionally, student attitudes toward pharmacist engagement in public health improved after engagement. Conclusion: Participation in COVID-19 vaccination clinics had a positive effect on students' self-efficacy toward vaccination and their attitudes toward pharmacist engagement in public health. Similar opportunities should be promoted to student-pharmacists to facilitate their professional development.

Inspiring Academic Confidence in University Students: Perceived Digital Experience as a Source of Self-Efficacy

Purpose: This study aims to introduce a research framework that identifies the potential sources of design self-efficacy that emerge from the digital class by covering the teaching for professional competence model (TPCM) to enhance students' design self-efficacy. Design/methodology/approach: The multistage and purposive sampling technique is used, and the respondents considered are Malaysian university students. Further, the students who completed the survey included both local and international students so as to capture responses through primary data. Findings The findings of this research study reveal that design self-efficacy is determined not only by feedback and collaborative learning but also by perceived digital class experience. Research limitations/implications: Moreover, this study is limited in offering a theoretical framework using the TPCM;therefore, future studies may incorporate Bronfenbrenner's ecological systems theory and may also use the theory integration approach. Also, in terms of geographic coverage, the current work is limited to an area in Klang Valley. Future studies may be carried out in other parts or regions of the country. Future researchers may also focus on technological self-efficacy to capture the other related factors that may be related. Practical implications: This study not only contributed to the theoretical extensions but also to practical implications, which would benefit the policymakers of higher education providers in Malaysia. Originality/value: TPCM components, which are students' personal characteristics, teaching practices and student's perceptions of the classroom climate, are mapped into the digital class context as potential sources of design self-efficacy and collectively labelled as digital class experience. To the authors' knowledge, the digital class environment variable is yet to be tested as a component of TPCM.

Predictors of early literacy skills in kindergarteners with dyslexia familial risk

This dissertation research study aimed to determine the predictors of early literacy skills in kindergarteners with dyslexia familial risk. The home literacy environment, preschool attendance, and parental self-efficacy are known predictors of early literacy skills, specifically letter naming knowledge, in typically developing children. Letter naming knowledge is an early literacy skill that is important to future reading achievement and outcomes. Letter naming knowledge is also a powerful pre-literacy predictor of dyslexia. Dyslexia commonly manifest as difficulties in acquiring basic reading skills and is highly heritable. The population for this study was primary caregivers of kindergarteners with a first degree relative with a diagnosis of dyslexia. Participants completed the Home Literacy Checklist, Tool to Measure Parenting Self-Efficacy via an online survey with questions regarding preschool attendance, letter naming knowledge skills, and the presence of a diagnosis of dyslexia among first degree relatives. SPSS Statistics (Version 28) was used to run descriptive statistics. The sample was comprised of 12 primary caregivers. This sample size was not appropriate for the chosen analysis of multiple regression. Using exploratory data analysis, the data was organized and summarized. Due to an inadequate sample size caused by a low response rate, no conclusions could be drawn from this data. The research questions were not answered and there were no findings. COVID-19 restrictions impacted research sites and the level of participation, with participants being less available, school closures, and mandatory quarantines, creating a difficult atmosphere for completion of this research study. As a result, the lack of data during the COVID-19 pandemic and subsequent lockdowns led to several revisions of the research plan. The revisions involved eliminating the need for standardized test scores, using primary caregiver report to determine the level of difficulty of letter naming knowledge of the kindergarten student, and using social media to recruit participants. Recommendations for further research were comprised of ways to increase the pool of participants by expanding inclusion criteria, eliminating the use of standardized test scores, considering the length of the survey, and the use of social media along with an incentive. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Roles of Academic Self-Efficacy and Intolerance of Uncertainty on Decisional Procrastination in University Students during the COVID-19 Pandemic

Decisional procrastination has been one of the main phenomena analysed in university students, together with self-efficacy, during the COVID-19 pandemic. We examined the roles of academic self-efficacy and intolerance of uncertainty on decisional procrastination in 318 Italian university students. Furthermore, the mediating role of the intolerance of uncertainty on the relationships between academic self-efficacy and decisional procrastination was explored. The Academic Self-Efficacy Scale, the Decisional Procrastination Scale, and the Intolerance of Uncertainty Scale were used. Results: Decisional procrastination was predicted by the components of academic self-efficacy and the intolerance of uncertainty (prospective and inhibitory intolerance). Furthermore, the mediating role of the prospective intolerance of uncertainty was confirmed in the relationship between self-efficacy (self-engagement and self-oriented decision-making) and decisional procrastination. Conclusions: This study adds new evidence to findings in the analysis of the role of the intolerance of uncertainty in mitigating the relationships between the self-efficacy of students in the academic context and their tendency to procrastinate in decision-making processes, which has been poorly investigated to date by scholars in this research field. Future research will deal with a specific situation of procrastinating behaviours, such as the completion of a master's thesis or the respect for the deadline of an article's submission. © 2023 by the authors.

Loneliness, academic self-efficacy, and student engagement in the online learning environment: the role of humor in learning

This study investigated the impact of loneliness on academic self-efficacy (ASE) and student engagement in the context of remote teaching during the COVID-19 pandemic. Moreover, as a boundary condition, we examined the role of intermediate ASE in the relationship between loneliness, student engagement, and perceived humor in learning. A total of 367 undergraduate students from six universities in Indonesia completed an online questionnaire. Data were analyzed using Macro Process version 4 to test the moderating mediation model hypothesis. As expected, the study results show that loneliness is negatively related to ASE and student engagement. ASE is proven to affect student engagement positively;concurrently, it plays an intermediate role in the link between loneliness and student engagement. Finally, humor had a significant moderating effect on learning in the tested model. This study contributes to the existing literature on loneliness and student engagement by uncovering the intermediate role of ASE. Drawing on the social cognitive theory (SCT) and instructional humor processing theory (IHTP), we explored how perceived humor in learning moderates the relationships between loneliness, ASE, and student engagement. © 2024, Asia-Pacific Society for Computers in Education. All rights reserved.

Predicting Changes in Physical Education Teachers' Behaviors Promoting Physical Activity during the COVID-19 Pandemic Using an Integrated Motivational Model

Purpose: To identify motivational determinants explaining Physical Education teachers' behaviors promoting students' physical activity (PA) amidst the COVID-19 pandemic. Method: Nine hundred thirty-one Italian and French teachers completed a questionnaire assessing motivational determinants (self-determined motivation, self-efficacy, perceived ease and usefulness toward digital technologies, engagement at work), their intention and behaviors promoting PA, in reference to before and during the pandemic. Path analyses tested the associations of changes in motivational determinants with changes in intention and behaviors. Results: Increases in autonomous, controlled motivation, self-efficacy, and perceived usefulness toward digital technologies, and a decrease in amotivation were associated with an increase in the intention to promote PA. In turn, an increase in intention, but also in self-efficacy, autonomous motivation, and perceived usefulness toward digital technologies were paired with an increase in behaviors promoting PA. Conclusion: Implications regarding the commitment of Physical Education teachers to challenging pedagogical situations, such as promoting PA amidst the COVID-19 pandemic, are discussed.

Through the Lens of Students: MS Teams as a Sustainable Pedagogical Tool

The COVID-19 pandemic has highlighted the need for higher education institutions to modernize and embrace the post-digital age. This study evaluates students' perspectives of utilizing MS Teams as a means of facilitating remote learning during the pandemic. The Technology Acceptance Model (TAM) was employed as the theoretical framework to examine students' views on self-efficacy, facilitating conditions, ease of use, usefulness, and intention to use. The results showcase positive views of MS Teams, with self-efficacy rated the highest among the five constructs, followed by ease of use, facilitating conditions, intention to use, and usefulness. Additionally, no significant differences were found in students' perceptions based on gender. MS Teams has proven to be a successful platform for delivering online learning and communicating, bridging the divide of distance and time in teaching and learning. As discussions about the future of higher education in the post-pandemic world have commenced among academia and university officials, it is crucial to consider the impact of COVID-19 on student learning and provide suggestions for a more sustainable and effective post-pandemic education. © 2023 IEEE.

How Cultural Intelligence Facilitates Employee Voice in the Hospitality Industry

Drawing upon person-environment fit, specifically demands–abilities fit, this paper examines the impact of hospitality employees' cultural intelligence (CQ) on their voice behavior and job satisfaction. Data were collected from domestic contact employees working for restaurants in three major cities in the United States. The results of the PLS-SEM model show that CQ has a positive effect on employees' voice behavior through self-efficacy. Further, CQ has a positive effect on job satisfaction through a sequential mediation of self-efficacy and voice. This study contributes to the CQ and voice literature, utilizing CQ as a person's ability to meet job requirements. This study also has important practical implications for hospitality practitioners who depend on employee voice for the success of organizations in today's ever-changing global environment.

Examining the Association between Pre-service Teachers' Self-efficacy and TPACK Competencies in Online Internships under COVID-19

During the COVID-19 pandemic, pre-service teachers must devote time and effort to familiarizing themselves with the online educational internship system and adapting their pedagogy to the new internship mode that integrates information and communication technologies. Under such a circumstance, teachers' technological pedagogical content knowledge (TPACK) plays a critical role in making them competent in online internships, and their self-efficacy can facilitate their TPACK development. Based on the data collected from 202 pre-service teachers during the COVID-19 pandemic in China through online surveys, this study investigated the association between their self-efficacy and their TPACK during the online internship. The results of multiple regression analyses suggested that pre-service teachers' personal and general teaching efficacies significantly predicted TPACK competencies to varying degrees. To be specific, pre-service teachers' personal teaching efficacy significantly and positively predicted all the TPACK dimensions;meanwhile, GTE only significantly and positively predicted Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK). Also, the conclusions, implications, and suggestions for theory and practice were discussed. © 2023 IEEE.

TeleNGAGE: Enhancing Collaboration between Families and Schools

Findings in the literature strongly support the importance of family engagement in education. However, effective partnerships between families and schools are rare, especially in ethnically diverse communities where families may lack efficacy or face structural challenges for engagement. Additionally, educator perspectives toward engagement are often framed by White, middle-class paradigms. Educators often fail to acknowledge structural challenges faced by low-income families or the cultural contributions low-income and/or minoritized families can bring. To facilitate engagement between families and schools, a new ECHO® line, TeleNGAGE, was developed at Oklahoma State University, Educational Leadership program. ECHO®, traditionally used in the field of medicine, has utility for professional development for educators because it offers a platform for case-based learning where real problems are addressed in real-time. Additionally, didactic presentations provide professional development for collaborative learning. Through the lens of Communities of Practice (CoP), this qualitative case study explores how relationships between families and schools changed as a result of participation in TeleNGAGE. Tenets of CoP, negotiated meaning, mutual engagement, and a shared repertoire, support a collaborative approach to addressing complex problems. Findings suggest that a CoP has emerged through TeleNGAGE and has resulted in changes in perspectives across families and educational leaders about "what it means to be engaged," enhanced family efficacy for engagement, and changes in engagement practice as family voice has expanded through sharing of concerns/perspectives. These findings have important implications for equitable engagement in a convenient, cost-free environment where educators and families can communicate and develop mutually supportive understandings and practices.

Mathematics Students' Coping Behaviour, Happiness, and Self-efficacy in the New Normal: Correlation and K-means Cluster Analysis

Students in distance education are expected to have low levels of happiness in learning. As such, they must possess coping behaviour and self-efficacy to become motivated in school. This article aims to depict the level of students' coping behaviour, happiness, and self-efficacy in learning mathematics amid the COVID-19 pandemic and determine their association. Primary data were gathered through Google Forms from 233 available Philippines. The data were summarized through selected descriptive statistics and depicted their relationship with the aid of Spearman rho correlation. In addition, Kmeans clustering was employed to categorize the students into similar characteristics in regard to coping, happiness, and efficacy. The results showed that students during the pandemic are coping, moderately happy, and possess moderate self-efficacy. The correlation analysis revealed that students' coping behaviour, happiness level, and selfstudents' coping, happiness, and efficacy levels must go together to achieve a good means clustering analysis revealed that there are a group of students with significantly mathematics teachers must encourage their students to engage in the classroom to boost the health crisis.

Sosyal Bilimler Öğrencilerinin Sosyo-Kültürel Boyutlar, Benlik Saygısı ve Akademik Öz Yeterlikleri Arasındaki Ílişkinin Íncelenmesi

Bu çalışma işletme ve sosyal bilimler öğrencilerinin kültürel boyutlar ve akademik yeterlilikleri arasındaki ilişkide benlik saygısının düzenleyici rolünü incelemektedir. Bu araştırma Covid-19 pandemisi sürecinde üniversitede eğitim gören çoğunlukla işletme ve sosyal bilimler öğrencilerinin belli kültürel boyutlardan (güç aralığı, belirsizlik ve bireyselcilik/toplumsalcılık) hayata bakış açılarını ve başarı durumlarını belirleyen benlik saygısı ve akademik öz yeterlilikleri arasındaki ilişkiyi incelemek amacıyla yapılmıştır. Sayısal yöntem ve ilişkisel tasarımla yüksek eğitim gören 215 öğrenciden toplanan veriler incelenerek yapılmıştır. Araştırma bulguları öğrencilerin güç aralığının düşük olduğunu, belirsizliklerle baş edemediklerini ve kuralcı olduklarını göstermiştir. Bireyselcilik ve toplumsalcılık boyutu açısından da arada kaldıkları anlaşılmaktadır. Benlik saygısı ve akademik yeterlilik açısından öğrencilerin kendilerine güvendiği anlaşılmaktadır. Benlik saygısı tek başına akademik öz yeterliliği büyük ölçüde etkilemekte ve cinsiyete göre farklılık göstermemektedir. Akademik öz yeterlilik kavramının algılanmasında kız öğrenciler lehine;kültürel boyutlar algılamasında ise erkek öğrencilerin lehine bir fark bulunmuştur. Ancak, bu sonuç kız öğrencilerin eşitsizliğe daha az katlandıklarını ve belirsizle mücadelede de erkek öğrencilere kıyasla nispeten daha başarılı olduklarını işaret etmektedir. Araştırma bulgularının mezuniyetlerinden sonra iş başvurusu yaptıklarında işletmelerin insan kaynakları uzmanlarına da yol gösterebileceği düşünülmüştür.Alternate :The aim of the study is to examine the relationship between self-esteem and academic self-efficacy, which determines the perspective of life and success of business administration and social sciences students studying at universities during the Covid-19 pandemic, from Hofstede's three cultural dimensions (power gap, uncertainty and individualism/collectivism). This study was carried out by examining the data collected from 215 university students. The research was done by using quantitative method and relational design. The research findings showed that the students' power-distance, and uncertainty range were low, consequently they could not cope with uncertainties and they were prescriptive. It is understood that they are in between in terms of individualism and socialism. However, it shows that students are self-confident in terms of self-esteem and academic self-efficacy. The concept of self-esteem strongly affects academic self-efficacy and does not differ by gender. While the perception of the concept of academic self-efficacy was resulted in favor of female student, in terms of cultural dimensions, a difference was found in favor of male students. This finding indicates that while female students tolerate inequality less and are relatively more successful in dealing with uncertainty compared to male students. It is thought that the research findings can guide the human resources specialists of the enterprises when they apply for a job after their graduation.

The Contribution of Self-Efficacy and Achievement Motivation on The SPIRIT Characters Building for The Students

This paper aimed to show how much Self-efficacy and Achievement Motivation contribute to the formation of SPIRIT character for the students in the post-covid-19 pandemic era when the education process is still ongoing with a combined method of online and offline learning. This research used quantitative methods and literature studies. The results of this research showed that self-efficacy and achievement motivation had not significance contribution to the SPIRIT characters building for the students. The other variables that are not discussed even have a much larger contribution. So it is interested to investigate this result. Even so, it does not mean that students do not need to pay attention to self-efficacy and achievement motivation, because even though they are small, they still need to be owned, so that the SPIRIT characters can be further developed in the post-covid-19 pandemic era. © 2022 ACM.

Emotional Regulation and its Relationship to Self-Efficacy among Academic Leaders in Amman Arab University

This study aims to examine the relationship between emotional regulations, stress, and job security concern towards and self-efficacy among academic leaders in Amman Arab University. The presented sample for analysis included 30 questionnaires distributed among academic leaders. The study instrument is a questionnaire that consists of four parts: demographic information, emotional regulations' items, stress items, job security concern items, and self-efficacy items. The study found that emotional regulations and stress as main study factors significantly impact on self-efficacy;while it is found that job security concern has no significant relationship with self-efficacy. In addition, it is also found that the following dimension of emotional regulation (rumination) significantly affects self-efficacy. On other hand, it is found that self-blame, receptivity, and re-evaluation have no significant impact on self-efficacy. This study provides further insights for organizations on how to adapt such factors to fit different national and cultural contexts. Further studies are recommended to investigate the effect of these factors on context with looking at the effect of unexpected event such as COVID 19. © 2023 Otjivanda Presse.Essen. All rights reserved.

The prospective relations of substance use frequency to social distancing behaviors and intentions during the COVID-19 pandemic: the role of social distancing self-efficacy.

To identify factors that increase risk for nonadherence to recommended health protective behaviors during pandemics, this study examined the prospective relations of substance use frequency to both adherence to social distancing recommendations and social distancing intentions during the COVID-19 pandemic, as well as the role of social distancing self-efficacy in these relations. A U.S. community sample of 377 adults completed a prospective online study, including an initial assessment between March 27 and April 5, 2020, and a follow-up assessment one-month later. Results revealed a significant direct relation of baseline substance use frequency to lower adherence to social distancing recommendations one-month later. Results also revealed significant indirect relations of greater substance use frequency to lower levels of both social distancing behaviors and intentions one-month later through lower social distancing self-efficacy. Results highlight the relevance of substance use and social distancing self-efficacy to lower adherence to social distancing during the COVID-19 pandemic.

Risk-efficacy framework - a new perspective on threat and efficacy appraisal and the role of disparity.

The current study aims to provide a more nuanced understanding of threat and efficacy appraisal and account for the influence of disparity in the accessibility to risk prevention resources in predicting attitudes and behaviors. We propose a Risk-Efficacy Framework by integrating theories, including the extended parallel process model, health belief model, social cognitive theory, and construal level theory of psychological distance to achieve such a goal. An online survey targeting the U.S. population was conducted to empirically test the model (N = 729). The survey measured people's threat and efficacy appraisals related to COVID-19 and its vaccines and their attitudes and behavioral intention. The results of the survey supported the model's propositions. Specifically, perceived susceptibility moderated perceived severity's effects on attitudes and behaviors, such that perceived severity's influence attenuated as perceived susceptibility increased. Perceived accessibility to risk prevention resources moderated the influence of self and response efficacy. The former's effects on attitudes and behaviors increased, and the latter's effects decreased when perceived accessibility was high. The proposed framework provides a new perspective to examine the psychological determinants of prevention adoption and contributes to designing and implementing campaigns distributing prevention to underserved populations. The framework offers insights for risk managers such as public health authorities by articulating the dynamic nature of risks. When communicating early-stage lesser-known risks to the public, campaigns should highlight their severity and the response efficacy of risk solutions. Differently, more resources should be devoted to cultivating self-efficacy for widespread risks with more mitigation resources.

Factors affecting the self-efficacy of medical teachers during a health crisis - a qualitative study on the example of the COVID-19 pandemic.

BACKGROUND: The diversity of tasks entrusted to medical teachers with their simultaneous responsibility for the safety of patients and the effective education of future healthcare professionals requires maintaining a skillful balance between their teaching, scientific and clinical activities. Meanwhile, the COVID-19 pandemic disrupted the work of both healthcare facilities and medical universities, forcing already overworked medical teachers to establish a new balance. One's ability to perform effectively in new, ambiguous, or unpredictable situations was described by Albert Bandura as a self-efficacy concept. Consequently, this study aimed to identify factors affecting the self-efficacy of medical teachers and the influence of the COVID-19 pandemic on them. METHODS: Twenty-five semi-structured interviews with medical teachers were conducted using a flexible thematic guide. They were transcribed and analyzed by two independent researchers (researcher triangulation) with phenomenology as the qualitative approach. RESULTS: Identified themes demonstrate a process of the evolvement of clinical teachers' self-efficacy in response to the sudden outbreak of the COVID-19 pandemic, namely the decline of self-efficacy in the first phase of the crisis, followed by building task-specific self-efficacy and the development of general self-efficacy. CONCLUSIONS: The study shows the significance of providing care and support for medical teachers during a health crisis. Crisis management decision-makers at educational and healthcare institutions should consider the different roles of medical teachers and the possibility of overburden associated with the cumulation of the excessive number of patient, didactic, and research duties. Moreover, faculty development initiatives and teamwork should become a vital part of the organizational culture of medical universities. A dedicated tool acknowledging the specificity and context of medical teachers' work seems necessary to quantitatively evaluate their sense of self-efficacy.

Remote delivery of self-management education workshops for adults with chronic pain, 2020-2021.

OBJECTIVES: We intended to assess changes in pain-related outcomes among rural adults who completed 6-week self-management programs offered remotely during the COVID-19 pandemic. METHODS: We offered the Chronic Pain Self-Management Program and Chronic Disease Self-Management Program between May 2020 and December 2021. Delivery mode options included 2½-hour weekly videoconference, mailed toolkit plus 1-hour weekly conference call, and mailed toolkit alone. We conducted pre- and post-workshop surveys including questions on patient activation, self-efficacy, depression and pain disability. We used paired t-tests to compare pre-post differences in outcomes among participants completing 4 or more sessions. RESULTS: Among 218 adults reporting chronic pain, mean age was 57; 83.6% were female; and 49.5% participated via videoconference, 23.4% by phone and 27.1% via mailed toolkit alone. Completion rates were higher among phone (88.2%) versus videoconference (60.2%) workshop participants. Among completers, patient activation (mean change = 3.61, p = 0.01) and self-efficacy (mean change = 3.72, p < 0.0001) increased while depression scores (mean change = -1.03, p = 0.01), pain disability (mean change = -0.93, p = 0.003) and pain symptoms (mean change = -0.61, p = 0.001) decreased over the 6-week period. DISCUSSION: Self-management programs offered remotely during the pandemic were successful in improving patient activation, self-efficacy, depression, pain disability, and pain symptoms among rural adults experiencing chronic pain.