Role of mathematics self-efficacy in the structural model of mathematics achievement.

A structural model of mathematics achievement was tested with 117 male and 108 female high school seniors. Two attitude measures, 3 mathematics self-efficacy scales, and a mathematics achievement test were administered in the same order to all Ss. Teacher-assigned marks in a selected math course the Ss were taking were also obtained. The covariance matrices of boys and girls were analyzed with a 2-group LISREL procedure. The LISREL model specified math self-efficacy as a mediator between math attitude and achievement. The postulated model for similarly specified parameters was a good fit to the data for both boys and girls. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school.

The relationship among self-concept, self-efficacy, and performance in mathematics was examined among 416 high school students. Participants completed a questionnaire assessing mathematics self-concept and mathematics self-efficacy. Performance was assessed using end-of-term exam results in mathematics. Confirmatory factor analyses supported the existence of two self-concept components--a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single factor. Social comparison information was equally influential in the formation of each construct. Self-efficacy beliefs, however, were identified as most highly related with performance in mathematics and percentages. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of performance assessment in mathematics for early adolescents.

Reports validity evidence for a large-scale and "low-stakes" performance assessment involving 905 Grade 8 students. A subsample of 198 students was used to study the relationship of performance measures with conventional achievement and affective measures. Confirmatory factor analysis indicated that the 8 math performance tasks were unidimensional. Generalizability and dependability coefficients were .72 and .68, respectively. Also provided is other empirical validity evidence. Performance scores produced large and significant correlations with the achievement variables. Gender differences were significant for the total performance score as well as for the 2 components: concepts, procedures, and relationships, and applications and problem solving. Results are related to theory and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of verbal and mathematics task performance on task and career self-efficacy and interest.

To test a hypothesis from self-efficacy theory, we randomly assigned 149 subjects to verbal or mathematics and success or failure conditions in which they attempted to solve easy or difficult anagram or number series tasks. Changes in task self-efficacy and task interest as a result of task success or failure were in accordance with predictions from self-efficacy theory. We also examined the generalizability of the effects of task performance. The results indicated that task performance effects generalized to self-efficacy and interest ratings on an irrelevant task and to global ratings of math and verbal ability. Task performance effects did not generalize to career self-efficacy and career interest measures but consistent gender differences in self-efficacy emerged as a result of both math and verbal task performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mathematics attitudes and mathematics outcomes of U.S. and Belarusian middle school students.

Two multivariate studies examined the applicability of the theory of planned behavior in gauging students' attitudes toward mathematics, as well as the predictive power of mathematics attitudes in explaining students' grades in mathematics. Middle-school students from the United States (N = 382) and Belarus (N = 339) participated. Confirmatory factor analysis supported the viability of the theory for both samples. The analyses revealed that between 25% and 32% of the variance in mathematics grades could be explained by the theory of planned behavior components. In fact, 17% of the variation in test grades could be explained by the theory of planned behavior over and above the effects of mathematics ability test scores. Mean score differences between countries were small (ds = .15 to .27), with Belarusian students scoring more highly on attitudes and control but less highly on subjective norms and intentions. The article concludes with discussion of potential interventions and the need to expand results to different age groups and achievement domains, as well as the need for longitudinal and cross-cultural research. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

浅谈模糊数学在员工考评中的应用

通过模糊综合评价在人力资源管理过程中的具体应用,提出了在员工考评过程中应注意的问题,从而能够有效加强企业人力资源的管理。     

The need for assessment of sedation in the critically ill

There is a need for assessment of sedation in ICU as sedative agents are potent drugs that are used frequently but not regularly monitored for their efficacy. Critical care nurses are accountable when administering potent intravenous drugs, such as sedative agents. This paper examines the rationale behind the use of sedation in ICU. A number of sedative drugs commonly used in ICU, such as propofol, are highlighted. Sedation assessment tools available are considered but each may be appropriate in different situations.     

The assessment of need for bereavement follow-up in palliative and hospice care

This paper describes a postal survey of palliative care services and teams which were identified in the 1992 Directory of Hospice Services in the UK and Ireland. Its aims were to investigate how units assess the need for bereavement follow-up, and to determine the nature and extent of services provided for bereaved adults. We sent out 397 questionnaires, of which 187 were returned, a response rate of 47%. Results indicate that 156 respondents (84%) provided follow-up and a further 13 (7%) were planning bereavement services. Only 48 (25%) units undertook formal standardized risk assessment procedures to allocate appropriate services; in 41 units (85%) this was done by a nurse. Of the remaining 125 units, 58 (46%) reported basing their decisions on clinical impressions. Content analysis of the formal assessment instruments revealed 39 subcategories, which were broadly grouped into three areas: circumstantial factors at or near to the time of death, personal factors and social factors. Recommendations are made for further study.     

The need for cognition.

Developed and validated the Need for Cognition Scale (NCS). In Study 1, a pool of items was administered to 96 faculty members (high-need-for-cognition group) and assembly line workers (low-need-for-cognition group). Ambiguity, irrelevance, and internal consistency were used to select items for subsequent studies. Factor analysis yielded one major factor. In Study 2, the NCS and the Group Embedded Figures Test were administered to 419 undergraduates to validate the factor structure and to determine whether the NCS tapped a construct distinct from test anxiety and cognitive style. The factor structure was replicated, and responses to the NCS were weakly related to cognitive style and unrelated to test anxiety. In Study 3, 104 undergraduates completed the NCS, the Marlowe-Crowne Social Desirability Scale, and a dogmatism scale. Results indicate that need for cognition was related weakly and negatively to being closeminded, unrelated to social desirability, and positively correlated with general intelligence. Study 4 (97 undergraduates) furnished evidence of the predictive validity of the NCS. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social-cognitive predictors of health behavior: Action self-efficacy and coping self-efficacy.

The effects of social-cognitive variables on preventive nutrition and behavioral intentions were studied in 580 adults at 2 points in time. The authors hypothesized that optimistic self-beliefs operate in 2 phases and made a distinction between action self-efficacy (preintention) and coping self-efficacy (postintention). Risk perceptions, outcome expectancies, and action self-efficacy were specified as predictors of the intention at Wave 1. Behavioral intention and coping self-efficacy served as mediates linking the 3 predictors with low-fat and high-fiber dietary intake 6 months later at Wave 2. Covariance structure analysis yielded a good model fit for the total sample and 6 subsamples created by a median split of 3 moderators: gender, age, and body weight. Parameter estimates differed between sample; the importance of perceived self-efficacy increased with age and weight. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The incremental validity of vocational self-efficacy: An examination of interest, self-efficacy, and occupation.

The authors examined the incremental validity, beyond vocational interest, of the General Confidence Themes of the Skills Confidence Inventory (N. E. Betz, F. H. Borgen, & L. W. Harmon, 1996a) as measures of vocational self-efficacy in identifying tenured and satisfied membership in 21 occupational groups for 1,105 employed women and men. The General Occupational Themes of the Strong Interest Inventory (L. W. Harmon, J. C. Hansen, F. H. Borgen, & A. L. Hammer, 1994) were used to measure interest. The results replicated T. J. G. Tracey's (1997) finding that self-efficacy and interest form similar structures. Results also demonstrated the explanatory power of self-efficacy and interest and the incremental validity of self-efficacy. The authors suggest that the Skills Confidence Inventory is (a) a valid measure of tenured and satisfied occupational membership, (b) a distinct measure from interest but similar in structure, and (c) a potentially useful career assessment measure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Executive coaching: The need for standards of competence.

Psychologists working in the emerging competency area of "executive coaching" must promote a more complete understanding of what constitutes effectiveness in this arena—particularly when the expected outcome is sustained behavior change. Experienced psychologists must accept accountability for the need to inform and educate corporate decision makers about the core skills, competencies, experience, and related professional issues critical for successful outcomes. These educative efforts are essential if executive coaching for sustained behavior change is to be established as a respected consultative area adding value to organizationally based leadership development initiatives. The purpose of this article is to begin the dialogue among psychologists about the need to become more proactive in their educative efforts with these decision makers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of assessment methods on self-efficacy and outcome expectancy ratings of assertive behavior.

The study evaluated whether alternate assessment methods contribute to variability in self-efficacy and outcome expectancy ratings for refusal of unreasonable requests. Subject assertiveness plus two methods of scene presentation (i.e., printed vs videotape) and two methods of response generation (i.e., experimenter-prepared vs. subject thought-listed) were compared in a repeated measures design. All subjects were exposed to eight request situations that were matched for legitimacy level and target person. Each situation reflected one of four combinations of assessment methods and served to elicit either an efficacy or outcome expectancy rating. For self-efficacy ratings, there was a significant interaction that indicated that the printed scene plus experimenter-prepared response condition yielded significantly higher ratings than all of the other conditions. For outcome expectancy ratings, there was a main effect for response-generation method indicating that the thought-listing method led to lower expectancy of positive outcomes. Also, consistent with past research, assertive subjects reported more positive than negative outcome expectancies. These plus other findings are discussed relative to the cognitive assessment and self-efficacy literatures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Situational specificity in assessment center ratings: A confirmatory factor analysis.

Assessment center ratings of eight abilities from each of five situational exercises were examined for their cross-situational consistency and discriminant validity. A series of confirmatory factor analyses revealed that the ratings were largely (if not totally) situation specific, and that assessors failed to distinguish among the eight target abilities. These results combined with previous research suggest that the assessment center method measures mainly situation-specific performance, not cross-situational managerial abilities. We suggest that the intended constructs might be better measured if more ability-related behaviors were elicited within each exercise and if the cognitive demands placed on assessors were reduced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal--setting process.

This study integrates ability, goal setting, self-efficacy, and multiple personality traits into a common framework that explains and predicts individual performance. A mediational model was tested using LISREL 8. Ability, learning goal orientation, and locus of control were positively related to self-efficacy, whereas performance goal orientation was negatively related to self-efficacy on an academic task. Self-efficacy and need for achievement were positively related to goal level, which was positively related to performance in combination with ability and self-efficacy. In addition to showing that personality traits can influence the motivational process at various stages, the results highlight the unique contributions of self-efficacy and goal level to the motivational process after the effects of ability and other individual differences have been identified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The need for scientist-practitioner employment settings.

Comments on C. D. Belar and N. W. Perry's (see record 1992-21285-001), L. T. Hoshmand and D. E. Polkinghorne's (see record 1992-21300-001), and J. J. Sullivan and R. P. Quevillon's (see record 1992-21308-001) articles affirming a commitment to the scientist-practitioner model for training practicing psychologists. An important limitation, it is noted, is the lack of postgraduate employment that supports the internalization of the scientist-practitioner role. Organizational models are needed to compliment interdisciplinary work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An examination of the dynamic relationship between self-efficacy and performance across levels of analysis and levels of specificity.

This research used resource allocation theory to generate predictions regarding dynamic relationships between self-efficacy and task performance from 2 levels of analysis and specificity. Participants were given multiple trials of practice on an air traffic control task. Measures of task-specific self-efficacy and performance were taken at repeated intervals. The authors used multilevel analysis to demonstrate differential and dynamic effects. As predicted, task-specific self-efficacy was negatively associated with task performance at the within-person level. On the other hand, average levels of task-specific self-efficacy were positively related to performance at the between-persons level and mediated the effect of general self-efficacy. The key findings from this research relate to dynamic effects--these results show that self-efficacy effects can change over time, but it depends on the level of analysis and specificity at which self-efficacy is conceptualized. These novel findings emphasize the importance of conceptualizing self-efficacy within a multilevel and multispecificity framework and make a significant contribution to understanding the way this construct relates to task performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Law and psychology in Canada: The need for training and research.

Since most laws are enacted to regulate behavior, the law must make various assumptions about the way people act and how those actions can be controlled. The social scientific knowledge and skills of psychologists have many broad applications to the law. However, the full potential of law and psychology has not yet been realized in Canada. There are no joint law and psychology graduate programs in Canada, and a majority of the current psychological research has been narrowly focused on forensic issues. There is a need for increased training and research in this area to address unique Canadian issues and to avoid continued dependence on American psycholegal scholars. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)