The 'perfect' lens: Perfectionism and early adolescents' math self-efficacy development.

BACKGROUND: Self-efficacy, or the beliefs learners hold about what they can do, develops largely from how learners perceive and interpret four main sources of information: mastery experiences, vicarious experiences, social persuasions and physiological and affective states. Although the relationship between these sources and self-efficacy is well-established, less is known about the factors that may influence how early adolescent learners perceive and interpret information from these sources. AIMS: The purpose of this study was to investigate how the predisposition of perfectionism might predict how learners perceive efficacy-relevant information in the domain of math. METHODS: Using a correlational design, this study considered whether perfectionism was associated with how middle school students (N = 1683) perceive information from the four hypothesized sources of self-efficacy. Participants completed a paper-based survey at two time points. Perfectionism was measured at Time 1. Self-efficacy and its sources were measured at Time 2. Structural equation modelling techniques were used to examine the relationship between factors. RESULTS AND CONCLUSIONS: Students who held themselves to high standards (i.e., greater self-oriented perfectionism) reported higher levels of mastery experiences, vicarious experiences, social messages and self-efficacy. Conversely, students who felt external pressure to be perfect (i.e., socially prescribed perfectionism) reported lower levels of mastery experiences, vicarious experiences and self-efficacy, as well as higher levels of negative physiological and affective states. The relationship between perfectionism and self-efficacy was partially mediated by students' perceptions of mastery. This study extends the current literature on the sources of math self-efficacy in early adolescence by showing how a predisposition like perfectionism is associated with how adolescent learners perceive and interpret efficacy-relevant information.

Physical Therapists' Assessment of Patient Self-Efficacy for Home Exercise Programs.

BACKGROUND: Patient adherence to home exercise programs (HEPs) is low, and poor patient self-efficacy is a barrier clinicians can influence. However, little evidence suggests that clinicians assess level of patient self-efficacy before prescribing HEPs. PURPOSE: To determine the importance of patient self-efficacy to physical therapists (PTs) when addressing patient barriers, determine how PTs assess and use patient self-efficacy for HEPs, and describe the barriers facing PTs when assessing patient self-efficacy for HEPs. STUDY DESIGN: Survey. METHODS: Practicing PTs were recruited from the American Physical Therapy Association's Orthopedic Section and emailed the electronic survey. RESULTS: Email invitations were sent to 17730 potential participants, and 462 PTs completed the survey over one month. PTs rated self-efficacy as "very" to "extremely" important for patient adherence (58%, 265/454). Most (71%, 328/462) reported assessing self-efficacy before prescribing HEPs and did so through verbal discussion and observation of the patient (50% and 38% respectively). Half of respondents individualized HEPs through self-efficacy related themes. PTs not assessing self-efficacy reported not knowing how (51%, 68/134), being unsure what to do with the information (24%, 32/134), or reporting other barriers (21%, 28/134). CONCLUSIONS: Most PTs indicated that self-efficacy was important for patient adherence, but assessment strategies reported, such as verbal discussion and observation, may not be the most accurate. PTs who did not assess self-efficacy reported not knowing how or what to do with the information once collected. These findings suggest that there is a gap in knowledge related to how to evaluate self-efficacy for HEPs. Better assessment of self-efficacy may lead to more appropriate and effective implementation strategies. LEVEL OF EVIDENCE: Level II.

Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder.

Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains. The purpose of this study was to design and provide psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers were collected and a 13-item scale was created and evaluated. Results indicated that the scale represented a unidimensional construct. Knowing more about officers' knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts.

Better together: Effects of four self-efficacy-building strategies on online statistical learning.

The goal of this study is to test the individual and combined effects of supplementing an online statistics lesson with four motivational strategies corresponding to Bandura's (1997) four sources of self-efficacy (anxiety coping, modeling, mental practice, and effort feedback) on cognitive, motivational, and affective outcomes. Internet participants (N = 279) completed an online statistics module in one of six conditions with one or all four self-efficacy-building strategies (5 treatment conditions) or none of these strategies (control condition). The results indicated that the four strategies worked effectively in combination, significantly improving transfer test scores (d = 0.608), increasing self-efficacy ratings (d = 0.696), and reducing task anxiety ratings (d = -0.534), as compared with the control condition. By contrast, no motivational strategy alone was effective. The results suggest the importance of taking advantage of the power of all four sources of self-efficacy information in combination when designing motivational interventions for online mathematical lessons.

The Self-Efficacy for Home Exercise Programs Scale: Development and Psychometric Properties.

BACKGROUND: The Self-Efficacy for Home Exercise Programs Scale (SEHEPS) was developed to help clinicians evaluate patients' self-efficacy for performing prescribed home exercise programs. Prior to clinical adoption, the scale's psychometric properties need to be examined. OBJECTIVE: To determine the psychometric properties of the SEHEPS. METHODS: Eighty-one patients (32 men, 49 women; mean ± SD age, 42 ± 17 years) with varying musculoskeletal conditions participated in this cohort study. Patients were given a home exercise program at the initial physical therapy visit and completed the SEHEPS and a modified Self-Efficacy for Exercise (SEE) scale. The SEHEPS is a 12-item patient-reported questionnaire designed to assess self-efficacy for prescribed home exercise. Patients rated their confidence on a 7-point scale that ranged from 0 (not confident) to 6 (very confident). Total scores ranged from 0 (low self-efficacy) to 72 (high self-efficacy). We assessed the internal consistency of the SEHEPS using Cronbach's alpha and its test-retest reliability using an intraclass correlation coefficient. Convergent validity between the SEHEPS and SEE scale was evaluated with a Spearman correlation. RESULTS: High internal consistency (α = .96) and good test-retest reliability (intraclass correlation coefficient = 0.88; SEM, 4; minimal detectable change at the 95% confidence level, 12) were demonstrated. The SEHEPS was strongly correlated with the SEE scale (ρ = 0.83, P<.01), indicating strong convergent validity. CONCLUSION: The SEHEPS demonstrates excellent internal consistency and convergent validity with the SEE scale. Overall, the SEHEPS is a clinically useful tool to evaluate a patient's self-efficacy in home-based musculoskeletal exercise programs. This scale can be used prior to prescribing a home exercise program for patients with musculoskeletal conditions. LEVEL OF EVIDENCE: Therapy, level 4. J Orthop Sports Phys Ther 2019;49(9):647-655. Epub 10 Jul 2019. doi:10.2519/jospt.2019.8779.

Opportunities for Self-Evaluation Increase Student Calibration in an Introductory Biology Course.

Accurate self-evaluation is critical for learning. Calibration describes the relationship between learners' perception of their performance and their actual performance on a task. Here, we describe two studies aimed at assessing and improving student calibration in a first-semester introductory biology course at a 4-year public institution. Study 1 investigated students' (n = 310) calibration (the difference between estimated and actual exam performance) across one semester. Students were significantly miscalibrated for the first exam: their predicted scores were, on average, significantly higher than their actual scores. The lowest-performing students had the most inaccurate estimates. Calibration improved with each exam. By the final exam, students underestimated their scores. We initiated a second study in the following semester to examine whether explicitly teaching students about self-evaluation strategies would improve their calibration and performance. Instruction in the experimental section (n = 290) focused on students' tendency to overestimate their abilities and provided retrieval-practice opportunities. Students in the experimental section showed better calibration and performance on the first exam compared with students in a control section taught by a different instructor during the same semester (n = 251). These findings suggest that simple instructional strategies can increase students' metacognitive awareness and improve their performance.

Can I teach students with Autism Spectrum Disorder?: Investigating teacher self-efficacy with an emerging population of students.

Currently, 1 in 68 children in the U.S. is diagnosed with Autism Spectrum Disorder (ASD; Centers for Disease Control & Prevention, 2015) and this growing population of learners has been noted as one of the most challenging groups to teach. Teacher self-efficacy, the belief teachers hold about their instructional capabilities, has been shown to differ according to contextual factors, such as the type of students teachers face. The purpose of this investigation was to develop an instrument that can used to measure teachers' self-efficacy for effectively working with students with ASD. Study 1 involved the development and evaluation of a new instrument, the Teacher Self-Efficacy for Students with Autism Scale (TSEAS) with a sample of general and special education teachers in the U.S. (N = 120). Study 2 involved a cross-validation of the measure with teachers in Australia (N = 85). Results indicated that the scale represented a unidimensional construct in both studies. Self-efficacy for teaching students with ASD was distinct from, though positively related to, general teaching self-efficacy, job satisfaction, and self-regulation. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers' beliefs for teaching students with ASD.

Measurements of self-efficacy in musculoskeletal rehabilitation: A systematic review.

OBJECTIVES: Low self-efficacy is a barrier to rehabilitation adherence. Before an intervention can be implemented to improve self-efficacy, assessment is required. It is currently unknown if a standard measure of self-efficacy has been used to assess this in patients with musculoskeletal conditions, specifically for home exercise programmes (HEPs). The aim of the present study was to determine which self-efficacy scales are being used in conjunction with exercise adherence, identify if any scale has been developed to evaluate self-efficacy for HEPs and evaluate their psychometric properties. METHODS: Data sources included CINAHL, MEDLINE, Pubmed, PsycInfo, and Sport Discus. Studies had to include patients suffering from a musculoskeletal injury, pain or disorder; a measure of rehabilitation adherence; and patient's self-efficacy. The study population, self-efficacy measurement used, study quality as identified with the Modified Downs and Black checklist, results pertaining to self-efficacy, and level of evidence were extracted. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed and 29 articles were included. RESULTS: A total of 14 scales assessing self-efficacy were identified but no scale to assess self-efficacy for HEPs was found. Many scales report internal consistency but lack test-retest reliability and validity. CONCLUSIONS: The scales identified were specific to condition or tasks, and not applicable for all musculoskeletal patient populations. It is important, both for use in the clinic and for research, that outcome measures used are reliable and valid. Unfortunately, no scale was found to assess self-efficacy for HEPs, which is problematic as self-efficacy is task specific. As HEPs are essential to rehabilitation, there should be a scale designed specifically to assess self-efficacy for this task.

Open-ended responses from early adolescents: Method matters.

This study investigates whether the length and pattern of early adolescents' (N = 261) responses to open-ended self-reflective questions varied according to data collection method: paper and pencil versus online survey. Adolescent students' (Npaper = 157; Ncomputer = 104) responses from a suburban, United States sample of fifth grade students were significantly longer on computerized surveys than on paper surveys. Students provided higher quality responses (i.e., lexically richer) on the computerized survey. Findings were consistent when responses were relevant to two subject areas: mathematics and reading. Results suggest that the use of computerized survey methods in psychological research with early adolescent samples is both appropriate and valuable.

Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information.

BACKGROUND: The potential role of culture in the development and operation of self-efficacy has been acknowledged by researchers. Clearer understanding of this cultural impact will benefit from research that shows how the same efficacy information is evaluated across cultures. AIMS: We tested whether two sources of self-efficacy information delivered by multiple social agents (i.e., vicarious experience and social persuasion) were weighed differently by adolescents in different cultures. SAMPLE: Of 2,893 middle school students in Korea (n = 416), the Philippines (n = 522), and the United States (n = 1,955) who completed the survey, 400 students were randomly pooled from each country. METHODS: Invariance of the measurement and of the latent means for self-efficacy and self-efficacy sources across the groups was tested by multigroup confirmatory factor analysis. Predictive utility of the self-efficacy sources was compared by multigroup structural equation modelling. RESULTS: Compared to the students in the two collectivistic countries, the US students reported significantly higher mathematics self-efficacy. Whereas the efficacy beliefs of the Korean and the US students were predicted equally well by the vicarious experience from their teachers and the social persuasion by their family and peers, those of the Filipino adolescents were best predicted by the social persuasion from their peers. CONCLUSIONS: This study provided empirical evidence that socially conveyed sources of self-efficacy information are construed and evaluated differently across cultures, depending on who delivered the efficacy-relevant information.

Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET).

The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers' responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples.

Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism.

Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura's 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources.