Self-Efficacy (H-M)

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Hackett, G., & Byars, A. M. (1996). Social Cognitive Theory and the Career Development of African American Women., Career Development Quarterly, 44, 4, 322-40 Jun 1996. Addresses absence of a comprehensive model of the career development of racial and ethnic minority women. Selectively reviews the literature on African American women's career development to clarify how social cognitive mechanisms may be operating. Focuses on the central elements of social cognitive theory, namely, self-efficacy and outcome expectations. Presents implications for counseling. (RB) EJ529064

Hagerty, R. A. (1997). Impact of the Efficacy Process on Students in Sacramento City USD Pilot Schools., 32pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Research related to the implementation and impact of the efficacy process on teachers and students in four Sacramento (California) City Unified School District pilot schools over a 4-year period is described. The study investigated three research evaluation questions: (1) the extent of teachers' implementation of the efficacy process; (2) the degree of participating students' growth in personal efficacy; and (3) the degree to which participating schools showed improved performance on the Comprehensive Tests of Basic Skills (CTBS-U). Students enrolled in third grade in 1992-93 completed the School Attitude Measure (American College Testing) (SAM) and the CTBS-U in reading, language, and math in each of three successive years. Pilot schools were matched with comparison schools. Significant positive changes in achievement occurred over the period of the study (1992/93 to 1994/95) within the four efficacy schools and within the four non-efficacy schools selected for comparison. Math achievement rose more in the efficacy schools than in the comparison schools. Boys, African American students, and white students also experienced greater improvement in math achievement in efficacy schools than in comparison schools. Appendixes include: an assessment checklist; selection criteria for comparison schools; statistical analysis of paired (dependent) samples; charts comparing SAM of pilot schools, math scores and CTBS scores; and a comparison with the Detroit Study. (LH) ED412185

Hall, B., Burley, W., Villeme, M., & Brockmeier, L. (1992). An attempt to explicate teacher efficacy beliefs among first year teachers. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Hall, D. T., & And, O. (1996). The Career Is DeadLong Live the Career. A Relational Approach to Careers. The Jossey-Bass Business & Management Series., 358p. This book contains 14 research-based chapters on adult career development in the age of downsizing, outsourcing, and new career paths. The introduction (Douglas T. Hall) describes the relational approach to careers as the recognition that career development and growth take place in a context of interdependence and mutuality. The following chapters are included: "The New Protean Career: Psychological Success and the Path with a Heart" (Douglas T. Hall, Philip H. Mirvis); "Beyond the 'Social Contract': An Analysis of the Executive View at Twenty-five Large Companies" (Barbara W. Altman, James E. Post); "New Organizational Forms and the New Career" (Philip H. Mirvis, Douglas T. Hall); "A Relational Approach to the Protean Worker" (Joyce K. Fletcher); "A Relational Approach to Career Development" (Kathy E. Kram); "Secure Base Relationships at Work" (William A. Kahn); "Growth-Enhancing Relationships Outside Work (GROWs)" (Victoria A. Parker); "Career Issues for Single Adults without Dependent Children" (Mary Young); "Creating Safe Havens at Work" (Meryl Reis Louis); "Experience Is the Best Teacher, If You Can Learn from It: Real-Time Reflection and Development" (Kent W. Seibert); "The Value of Diversity in Career Self- Development" (Barbara A. Walker); "Career Development for the Older Worker" (Philip H. Mirvis, Douglas T. Hall); "Finding Sanctuary in Post-Modern Life" (Jane L. Hodgetts, William H. Hodgetts); "Implications: The New Role of the Career Practitioner" (Douglas T. Hall); and "Final Reflections: Long Live the Career " (Douglas T. Hall). (KC) ED404482

Hallinan, P., & Danaher, P. (1994). The Effect of Contracted Grades on Self-Efficacy and Motivation in Teacher Education Courses., Educational Research, 36, 1, 75-82 Spr 1994. Teacher education students (n=13) who contracted for grades differentiated by specific criteria were compared on grade point average and grades contracted and achieved. Perceived control over assessment, self-efficacy, and motivation were linked. However, they were reluctant to use criterion-referenced assessment in classrooms when it was poorly valued by their universities and school districts in which they were to teach. (SK) EJ478812

Handschin, E. M. (1995). A self-talk intervention program for enhancing figure skating performance. Micro 4

Harder, M. (1999). The effects of stage matched intervention on the stages of change and exercise self-efficacy. Micro 4

Harmon, L. W., & And, O. (1996). The Skills Confidence Inventory: A Measure of Self-Efficacy., Journal of Career Assessment, 4, 4, 457-77 Fall 1996. General Confidence Theme (GCT) scores in the Skills Confidence Inventory differentiate appropriately among 21 occupational groups. GCT subscales represent confidence in one's ability in six areas corresponding to Holland types. The inventory can provide information that is different from that on the Strong Interest Inventory. (SK) EJ531917

Harrison, A. W., Rainer, R. K., Jr., Hochwarter, W. A., & Thompson, K. R. (1997). Testing the Self-Efficacy-Performance Linkage of Social-Cognitive Theory., Journal of Social Psychology, 137, 1, 79-87 Feb 1997. Briefly reviews Albert Bandura's Self-Efficacy Performance Model (ability to perform a task is influenced by an individual's belief in their capability). Tests this model with a sample of 776 university employees and computer-related knowledge and skills. Results supported Bandura's thesis. Includes statistical tables and a discussion of related literature. (MJP) EJ551274

Harter, S., & And, O. (1996). The Perceived Directionality of the Link between Approval and Self-Worth: The Liabilities of a Looking Glass. Self-Orientation among Young Adolescents., Journal of Research on Adolescence, 6, 3, 285-308 1996. Examined three peer approval and self-worth relationship orientations among young adolescents. Focused on participants who based their self-worth on peer approval. Found such students were more likely to be distracted from schoolwork, to perceive fluctuations in classmate approval and self-worth, and to report lower levels of classmate approval and self-worth compared with other orientations. (SD) EJ529840

Harvey, C. B., & And, O. (1995). Hopefulness and Empowerment in Minority Help-Seekers., Special issue: "A Decade Retrospective.". Empowering clients from multicultural communities is a major thrust of cross- cultural counseling. Discusses the issues of learned helplessness and proposes learned hopefulness as an outcome of counseling interventions. (Author) EJ509537

Haugland, S. (1996). Enhancing Children's Sense of Self and Community through Utilizing Computers., Early Childhood Education Journal, 23, 4, 227-30 Sum 1996. Argues that computers in early childhood classrooms serve to raise young children's self-esteem, self-concept, and place in the classroom community. Provides examples of specific computer exercises including storytelling, journals, autobiographies, classroom data collection and recording, and classroom activities. Notes that these computer activities enhance self-knowledge and expression. (SD) EJ528149

Hawkins, C. H., Jr. (1996). Lessons from the League: Relationship between Teacher Involvement and Sense of Efficacy., 11p. The League of Professional Schools consists of 5 self-governing chapters in 3 states and has more than 100 member schools. For this study, a total of 1,379 teachers from 43 Georgia public schools (29 elementary, 7 middle and 7 high schools) were surveyed to determine their sense of efficacy about teaching effectiveness and their degree of participation in activities advocated by the League of Professional Schools, a school restructuring program to which their schools belonged. The four participation factors were school involvement, involving students, outside involvement, and action research. The two factors derived from the sense of efficacy instrument (Guskey and Passaro 1994) were the power of external forces and the power of teaching in affecting student achievement. Consistent with previous research, teachers' sense of efficacy was found to be lowest in high schools and highest in elementary schools. All participation factors except Action Research differed with school level, in line with sense of efficacy. Female teachers were found to have a higher sense of efficacy than their male counterparts but only in regard to belief in external factors as influencing student achievement. Participation factors of school involvement and student involvement varied significantly by gender while other participation factors did not. Participation generally increased with length of time in the League, but sense of efficacy was not related to time in the League. (Contains 43 references.) (JLS) ED405314

Hellman, C., & Harbeck, D. (1997). Academic Self-Efficacy: Highlighting the First-Generation Student., Journal of Applied Research in the Community College, 4, 2, 165-69 Spr 1997. Reports on a survey that found students who are first in their immediate families to attend college have lower self-images of their academic ability than those who come from families with college experience. Suggests intervention strategies such as workshops, new student orientations, and mentoring programs. Includes 1 data table and 12 references. (JDI) EJ552715

Henk, W. A., & Melnick, S. A. (1995). The Reader Self-Perception Scale (RSPS): A New Tool for Measuring How Children Feel about Themselves as Readers., Reading Teacher, 48, 6, 470-82 Mar 1995. Describes the development and uses of an instrument for measuring how children feel about themselves as readers, that is, their sense of self-efficacy as readers. Appends the scale, directions for administration and scoring, a scoring sheet, and a description of validation measures. (SR) EJ501191

Hennessy, J. (1997). Reinventing Teacher Evaluation: A Study of the Impact on Beginning Teachers., 16pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). A qualitative study was undertaken to examine the perceptions of beginning teachers who were evaluated through an innovative teacher evaluation process. The evaluation was the Collaborative Assessment Procedure (CAP) implemented in a large midwestern urban school district. Beginning teachers were assigned a teacher consultant who observed the teacher and shared the observations in conferences. The research attempted to determine if a link existed between the new teacher performance evaluation process and the beginning teachers' sense of efficacy with respect to students and other teachers. Twenty-one teachers who had participated in this process were interviewed. Thirteen experienced affirmation in the process and thought that the CAP process nurtured their professional development. Other participants experienced the CAP process as surveillance, and were much less positive about its effects. Twenty of these teachers were convinced that they could affect the lives of their students significantly. Fifteen spoke of a strong link between their CAP experiences and their growing sense of personal efficacy. Two gave CAP only slight credit for their increased sense of efficacy, and only one did not report an enhanced sense of efficacy at the end of the CAP year. The process was acknowledged to recognize the varying levels of professional development of these beginning teachers. While the construct of teachers' sense of efficacy remains difficult to assess, the CAP approach appears to enhance it for beginning teachers. (Contains 14 references.) (SLD) ED411257

Henson, R. K., Bennett, D. T., Sienty, S. F., & Chambers, S. M. (2000, April). The relationship between means-end task analysis and context specific and global efficacy in emergency certification teachers: Exploring a new model of efficacy. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Heppner, M. J. (1994). An Empirical Investigation of the Effects of a Teaching Practicum on Prospective Faculty., Journal of Counseling & Development, 72, 5, 500-07 May-Jun 1994. Describes investigation examining effectiveness of Practicum in the Teaching of Psychology for training prospective faculty members. Examines questions regarding knowledge and skills, self-efficacy activities, and soundness of practicum design. Suggests need for information on broad range of topics and feedback from students and practicum instructor contributed to self-efficacy. (CRR) EJ494340

Heppner, M. J., & And, O. (1996). Training Counseling Psychologists in Career Development: Are We Our Own Worst Enemies?, Special theme issue on Ethics. A survey of a sample of 290 counseling psychology graduate students indicated that trainees' most negative experiences were disparaging comments about career counseling from faculty and supervisors. Their most positive experiences were obtained from working with career clients. The most influential variables include self-efficacy, training experiences, and participation in vocational research. (JPS) EJ522604

Hernandez, A. E. (1995). Do Role Models Influence Self Efficacy and Aspirations in Mexican American At- Risk Females?, Hispanic Journal of Behavioral Sciences, 17, 2, 256-63 May 1995. Female Mexican American high school students attended presentations by Hispanic female role models in business, academic, and professional careers. Although student questionnaires suggested high levels of career and educational aspirations and self-efficacy, focus-group comments indicated external locus of control and feelings of isolation and lack of support. Suggests caution in programmatic use of role models. (SV) EJ503883

Hill, C. E. (1997). The Effects of My Research Training Environment: Where Are My Students Now?, Counseling Psychologist, 25, 1, 74-81 Jan 1997. Critiques the Kahn and Gelso (1997) and Kahn and Scott (1997) articles (both in this issue) based on the author's experience as an advisor to graduate students in counseling psychology. Discusses factors that influence the career choices of counseling psychology doctoral students. Presents alternative criteria for evaluating research productivity of such students. (KW) EJ545638

Hill, J. R. (1997). The World Wide Web as a Tool for Information Retrieval: An Exploratory Study of Users' Strategies in an Open-Ended System., School Library Media Quarterly, 25, 4, 229-36 Sum 1997. Presents the results of an exploratory study that focused on three elements in information retrieval research: the ways information systems are being used, the strategies users engage as they work in these systems, and the use of the World Wide Web as an information retrieval tool. Highlights include open-ended systems and self-efficacy. (Author/LRW) EJ552649

Hipp, K. A. (1997). Documenting the Effects of Transformational Leadership Behavior on Teacher Efficacy., 34pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Principals play a unique role in school and student outcomes. This paper presents findings of a study that explored how principals' leadership behaviors influenced teachers' sense of efficacy. Specifically, the paper describes how principals in three middle schools influenced teachers' sense of efficacy and affected instructional and school improvement from a teacher perspective. Bandura's (1977, 1986) social cognitive learning theory of self-efficacy provided the theoretical framework. The first phase of the study surveyed 280 teachers in 10 schools to determine the level of personal teaching efficacy (PTE) and general teaching efficacy (GTE). Three middle schools were selected: one with the highest reported GTE, one with the highest reported PTE, and one with the lowest combined GTE and PTE. Data for the second phase were gathered through observation and interviews with 34 teachers. The study identified 10 leadership behaviors: models behavior, believes in teacher capacity, inspires group purpose, promotes teacher empowerment and shared decision making, recognizes teacher efforts, provides personal and professional support, manages student behavior, promotes a sense of community, fosters teamwork and collaboration; and encourages innovation and continual growth. In summary, the study showed that principals' direct behaviors, as well as indirect symbolic forms of instructional leadership, influence teachers' work and its outcomes. Three tables and one figure are included. (Contains 52 references.) (LMI) ED407734

Holland, A. (1995). Fatherhood in Transition: Men Finding Their Feet as Fathers., Australian Journal of Early Childhood, 20, 2, 7-12 Jun 1995. Forty Australian fathers met in discussion groups to explore issues they identified as meaningful and significant to them in their roles as fathers. Topics included role perception and expectations, participation in child rearing, work and family issues, and father-child relationships, all having implications for family educators, teachers, and service providers. (ET) EJ513991

Hollander, B. A. (1996). Talk Radio: Predictors of Use and Effects on Attitudes about Government., Journalism and Mass Communication Quarterly, 73, 1, 102-13 Spr 1996. Finds that talk radio listeners (as compared to non-listeners) are younger, have greater feelings of political self-efficacy, are more politically active, and are more likely to read newspapers. Finds that talk radio is also associated with negative political factors such as cynicism about government and lower perceptions of government's responsiveness to citizen needs. (SR) EJ532128

Hoover-Dempsey, K. V., & Sandler, H. M. (1995). Parental Involvement in Children's Education: Why Does It Make a Difference?, Teachers College Record, 97, 2, 310-31 Win 1995. Presents a model that identifies the reasons why parents become involved in their children's education, using the model to explain how such involvement influences the developmental and educational progress of children. The paper examines parents' choice of specific involvement and discusses why their involvement influences their children's educational outcomes. (SM) EJ523879

Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why Do Parents Become Involved in Their Children's Education?, Review of Educational Research, 67, 1, 3-42 Spr 1997. Reviews psychological theory and research critical to understanding why parents become involved in their children's education, focusing on parents' role construction; parents' sense of efficacy; and invitations, demands, and opportunities for involvement. The review suggests that these three areas are critical to success in involving parents. (SLD) EJ548327

Hope, W. C. (1997). Meeting the Needs of Middle Level Students through Service Learning., NASSP Bulletin, 81, 587, 39-45 Mar 1997. Service learning is a versatile, developmentally appropriate strategy that integrates public service into student instruction and connects the classroom with the surrounding community and the world. Service learning promotes personal, social, and emotional growth; develops a sense of civic responsibility; provides leadership opportunities; and prepares students for the world of work. This approach is particularly suitable for middle-school students and for curriculum goals. (22 references) (MLH) EJ540822

Houle, P. A. (1996). Toward Understanding Student Differences in a Computer Skills Course., Journal of Educational Computing Research, 14, 1, 25-48 1996. Describes a study that examined various characteristics of undergraduate students enrolled in a computer skills course. Variables considered include gender, college major, high school computer courses, other prior computer experience, computer self-efficacy, computer attitude, computer anxiety, and cognitive style. (Author/LRW) EJ530986

Hoy, W. K. & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.

Hoy, W. K. & Woolfolk, A. E. (1993). Teachersı sense of efficacy and the organizational health of schools. The Elementary School Journal, 93,356-372.

Huang, D., & O'Neil, H. F., Jr. (1997). The Role of Parental Expectation, Effort, and Self-Efficacy in the Achievement of High and Low Track High School Students in Taiwan., 33pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). In this study, the effects of perceived parental expectation, trait effort, trait self-efficacy, trait ability, state self-efficacy, state effort, and state worry on the mathematics achievement of high and low track high school students in Taiwan were investigated. A hypothesized model of these constructs was also investigated using a structural equation model. A state scale and a trait scale were translated from English to Chinese and used in a pilot study and a main study. The pilot study involved 278 tenth graders in a one public and one private school. Results supported the reliability of the measure, and it was administered to 173 high-track high school students at a public school and 210 regular-track students. Both perceived parental expectation and trait effort were important components of success for these students. Students who perceived that their parents had high expectations tended to have high trait effort and belief in effort. The more state effort students expended, the more likely they were to have high grades in mathematics. The only route to achievement without direct mediation through state effort was from perceived parental expectation to students' trait effort, leading to trait self-efficacy and reaching higher achievement. High-track students had higher trait self-efficacy and state efficacy than regular-track students, with higher mean trait effort and more state effort. In addition, students who had higher perceived parental expectations tended to worry more, expending more state effort and achieving more highly. Overall, results demonstrate the positive role of believing in effort. (Contains 3 tables, 4 figures, and 33 references.) (SLD) ED415242

Hubball, H. T. (1994). The impact of an adult health education program on exercise self-efficacy and participation in leisure-time physical activity. Micro 4

Husband, R. E., & Short, P. M. (1994). Interdisciplinary Teams Lead to Greater Teacher Empowerment., Middle School Journal, 26, 2, 58-61 Nov 1994. Investigates the relationship between teaming and empowerment by comparing the perceived empowerment of middle-school teachers working in departmentalized organizations to those of teachers working on interdisciplinary teams. Interdisciplinary team members felt significantly more empowered in all six factors (decision-making, professional growth, status, self-efficacy, autonomy, and impact) than departmentally organized teachers. Results parallel findings for self-directed teams in business or industry. (15 references) (MLH) EJ494663

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Icard, L. D., & And, O. (1995). Reducing HIV Infection among African Americans by Targeting the African American Family., Social Work Research, 19, 3, 153-63 Sep 1995. Compared 2 interventions (n=90) designed to reduce risk of human immunodeficiency virus infection among African Americans. Each group received information on biological and psychological aspects of human sexuality and disease, with experimental group additionally receiving communication and problem-solving skills training. The experimental group displayed more favorable AIDS attitudes. (JBJ) EJ517398

Imants, J. G. M., & DeBrabander, C. J. (1996). Teachers' and Principals' Sense of Efficacy in Elementary Schools., Teaching and Teacher Education, 12, 2, 179-95 Mar 1996. Dutch researchers used the Teachers' and Principals' Sense of Efficacy scale to examine the context dependency of elementary teachers' and principals' sense of efficacy. Results advance self-efficacy as an important factor in explaining the underrepresentation of women in leadership positions. (SM) EJ528655

Isaacs, J. J., Borgen, F. H., Donnay, D. A. C., & Hansen, T. A. (1997). Self-Efficacy and Interests: Relationships of Holland Themes to College Major., 16pp. Paper presented at the Annual Meeting of the American Psychological Association (Chicago, IL, August 15, 1997). The relationship between self-efficacy/interests and college major was the focus of a study. A sample of 760 midwestern college students reported their present college major on a demographic questionnaire and completed either the research version of the 1994 Strong Interest Inventory (SII) or the actual 1994 SII and the 1996 Skills Confidence Inventory (SCI). The students were divided into six groups based on categories of college majors that were formulated by using Holland's six general occupational themes (GOTs): realistic, investigative, artistic, social, enterprising, and conventional. Twelve univariate analyses of variance were used to determine the extent to which the GOTs and the six general confidence themes (GCTs) included on the SCI contributed to the separation of students into six groups. F ratios were calculated to determine significance, and Wilks' lambdas were calculated at the univariate level to determine effect sizes for each GOT and GCT. Results suggest that self-efficacy and interests are related to college major in accordance with Holland's typology. The six SII GOTs and the six SCI GCTs predicted Holland majors. Combined, the GOT and GCT have even greater discriminant power. (Contains 12 references) (MN) ED411393

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Jay, C., & Blackerby, C., B. (1998). Hope Is Not a Method: How Instructional Strategies and Technologies for the Learning Disabled Can Benefit Traditional Learners., 14p. Distance learning educators may utilize techniques formerly designed for students with learning disabilities (LD) to enrich the experience of distance education students. Both LD and distance learners suffer from "learned helplessness"an inability to set realistic goals and a limited perception of the rewards of education. These problems, coupled with the transactional distance felt by learners in distance education, create a need for new teaching strategies that benefit both LD and distance learners. Faculty must become more aware of how to utilize technology to improve student learning experience and realistically plan courses that include more hands-on activities. Instructors should also create conditions where students have equal access to technology that is not too difficult to operate. In addition, multimedia resources must be integrated into the course and evaluated to address the needs of both LD and distance education students. Colleges should no longer assume that only students with learning disabilities benefit from adaptive technology applications. New technologies and teaching strategies initially designed for the learning disabled may also have a positive impact on the learning experience of both traditional and nontraditional students. Contains 23 references. (YKH) ED416919

Jenkins, J. E., Nolan, H., & Rieder, C. (1997). The Generality of Drug Resistance Self-Efficacy across Social Situations and Solitary Contexts., 19pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). According to a recent national survey, 9 out of 10 high school students in the United States reported that they had tried alcohol at least once. Previous research has identified drug resistance self-efficacy (DRSE) as an important construct in adolescent drug use, which is the focus of this research study. A total of 361 students in grades 9-12 completed a 121-item questionnaire which focused on their use of beer, wine coolers, liquor, and marijuana. Results indicate that adolescents' perception of their ability to resist generalizes across situations, particularly for wine coolers and liquor. As perceptions of resistance in one situation increased, perceptions of resistance in another situation also increased. However, differences were observed in the magnitude of the relationship for certain drugs, specifically beer, wine coolers, and marijuana. Analysis of results show strong intercorrelations for each drug studied among the DRSE situations. Party DRSE was the strongest predictor of DRSE in a solitary context. Different predictive models, though, were found for the high frequency beer and marijuana users with respect to DRSE in solitary/angry situations. (RJM) ED413569

Johnson, D. R. (1992). Self-efficacy of male and female golfers at differing ability levels. Micro 4

Johnston-Brooks, C. H. (1999). The role of the self in the management of insulin dependent diabetes mellitus among young adults. T 1999.j649

Jonker, C., & And, O. (1997). Affect-Related Metamemory and Memory Performance in a Population-Based Sample of Older Adults., Educational Gerontology, 23, 2, 115-28 Mar 1997. In their homes, older adults who were not informed that they were to be given memory tests completed the Metamemory in Adulthood Questionnaire. Motivation and anxiety during testing had more effect on memory than did self-efficacy. The setting influenced performance. (SK) EJ540439

Junge, M. E., & Dretzke, B. J. (1995). Mathematical Self-Efficacy Gender Differences in Gifted/Talented Adolescents., Special Issue: Developing Talent in Science and Mathematics. Gifted/talented high school students (n=113) completed the Mathematical Self- Efficacy Scale. Analysis indicated that males had stronger self-efficacy expectations than females on more than one-fourth of the items, whereas females reported stronger self-efficacy expectations on only a few items that involved stereotypical female activities. (Author/DB) EJ499308

Juntunen, C. (1996). Relationship between a Feminist Approach to Career Counseling and Career Self- Efficacy Beliefs., Journal of Employment Counseling, 33, 3, 130-43 Sep 1996. To determine whether liberal feminist and conventional approaches to career counseling might differentially affect women's career self-efficacy beliefs, 40 female college students heard audiotapes of career counseling and provided ratings of their own career self-efficacy. Findings indicate a feminist approach to career counseling can have a significantly more positive effect on career self- efficacy than a conventional approach. (KW) EJ535376

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Kagitcibashi, C. (1997). Interactive Mediated Learning: The Turkish Experience., International Journal of Early Childhood, 29, 2, 22-32 Oct 1997. Presented results of Turkish Early Enrichment Project, a two-year intervention program involving mediational learning and support for low-income mothers and their young children. Found improvements over control group in mothers' literary skills and self efficacy, children's intelligence, school grades, and academic achievement during the intervention and greater likelihood of school attendance six years later. (KB) EJ555939

Kahn, J., H., & Scott, N. A. (1997). Predictors of Research Productivity and Science-Related Career Goals among Counseling Psychology Doctoral Students., Counseling Psychologist, 25, 1, 38-67 Jan 1997. Notes that few counseling psychologists publish research after obtaining their doctoral degree. Investigated predictors of research productivity and science- related career goals in doctoral students (N=267) from 15 counseling psychology programs. Findings indicate career goals and research productivity can be predicted by Holland personality type, perceptions of the research training environment, research interest, and research self-efficacy. (KW) EJ545636

Kaplan, C. p. O. (1996). Promoting Resilience Strategies: A Modified Consultation Model., Social Work in Education, 18, 3, 158-68 Jul 1996. Describes a project guided by the resilience paradigm in which a team of 4 social workers and 17 prevention personnel collaborated on programs serving 2000 inner- city adolescents. The project team concluded that a modified consultation model is essential for implementing new techniques and that positive, supportive relationships are singularly important for fostering resilience. (LSR) EJ542282

Karl, K. A., & Kopf, J. M. (1994). Will Individuals Who Need to Improve Their Performance the Most, Volunteer to Receive Videotaped Feedback?, Journal of Business Communication, 31, 3, 213-23 Jul 1994. Finds that those undergraduate students who need to improve their performance the most were least likely to seek feedback and were also lower in self-esteem and self-efficacy. (SR) EJ509815

Kellenberger, D. W. (1996). Preservice Teachers' Perceived Computer Self-Efficacy Based on Achievement and Value Beliefs within a Motivational Framework., Journal of Research on Computing in Education, 29, 2, 124-40 Win 1996. Analysis of a questionnaire completed by 222 preservice teachers found that the only effects related to perceived computer self-efficacy were perceived past success and own value, the sum of the value of computers for preservice teachers' own needs and the value of computers for their careers. Discusses implications for preservice programs. (PEN) EJ537986

Kelly, K. S., & And, O. (1997). Physiological Indicators of Stress and Intellectual Performance among Anxious Older Adults., Educational Gerontology, 23, 5, 477-87 Jul-Aug 1997. Older adults (n=27) concerned about declining cognitive functioning performed cognitive tasks, completed questionnaires, and were given measures of anxiety and physiological change. Negative correlations appeared between level of cortisol, a stress-related hormone, and self-efficacy on measures of fluid intelligence. Epstein-Barr virus levels were not correlated with performance and self-efficacy. (SK) EJ545617

Kemple, K. M. (1995). Shyness and Self-Esteem in Early Childhood., Special theme issue: "Children in Need.". Relationships were examined between measures of shyness and self-esteem for 53 preschool children. Shyness was negatively related to a self-esteem rating and to a measure of the child's expectations of self-efficacy in performing motor tasks. Continued attention to early shyness in empirical, theoretical, and practical work is suggested. (Author) EJ509552

Kendrick, J. R., Jr. (1996). Outcomes of Service-Learning in an Introduction to Sociology Course., Michigan Journal of Community Service Learning, 3, 72-81 Fall 1996. A study at the State University of New York's College at Cortland compared outcomes of an introductory college sociology course for students taught traditionally and those taught with a service-learning component. Students in the service-learning course showed greater improvements in social responsibility and personal efficacy and greater ability to apply course concepts to new situations. (Author/MSE) EJ552446

Kernis, M. H. (1995). Efficacy, agency, and self-esteem. New York: Plenum Press. Bf697.5.s46 e33 1995

Kim, K. A., & Muller, D. J. (1997). Memory, Self-Efficacy, and Adaptability in Korean American Older Adults: A Collective Study of Four Cases., Educational Gerontology, 23, 5, 407-23 Jul-Aug 1997. Case studies of four Korean Americans ages 64-81 found a unique interplay among memory self-efficacy, well-being, and memory performance. Perceptions of memory functioning and well-being were influenced by the adaptability of the aging self rather than being directly related to age-linked losses or memory performance. (SK) EJ545612

Kimiecik, J. C., & And, O. (1996). Relationships among Children's Beliefs, Perceptions of Their Parents' Beliefs, and Their Moderate-to-Vigorous Physical Activity., Research Quarterly for Exercise and Sport, 67, 3, 324-36 Sep 1996. This study examined relationships between children's participation in moderate-to- vigorous physical activity (MVPA) and their beliefs about physical activities and participation as well as perceptions of their parents' beliefs. Children's beliefs about their MVPA significantly predicted variance in self-reported MVPA. Children's perceptions of their parents' beliefs were unrelated to their MVPA. (SM) EJ535086

Kingery, P. M., & And, O. (1994). The Health Teaching Self-Efficacy Scale., Journal of Health Education, 25, 2, 68-76 Mar-Apr 1994. The Health Teaching Self-Efficacy (HTSE) Scale was devised to measure perceived deficits in ability at pretest and changes in self-efficacy in response to intervention. HTSE was tested on 31 school health teachers and was found to be highly reliable and internally consistent. (MDM) EJ484286

Kinzie, M. B., & And, O. (1994). Computer Technologies: Attitudes and Self-Efficacy across Undergraduate Disciplines., Research in Higher Education, 35, 6, 745-68 Dec 1994. A study of 359 undergraduate students in business (n=125), education (n=111), and nursing (n=123) in 3 state university systems investigated the use of 2 affective measures concerning aspects of computer technology. Data on construct validity, relationship between results of the two measures, and implications for future research are reported. (Author/MSE) EJ495021

Kitsantas, A. (1997). Self-Monitoring and Attribution Influences on Self-Regulated Learning of Motoric Skill., 17pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). This study examined the influence of female students' (N=90) self-monitoring and attribution on achievement when throwing darts. It was hypothesized: (1) that students who set strategic process goals and used self-evaluative recording would attribute outcomes to strategic causes; and (2) that students who set outcome goals and did not use self-evaluative recording would attribute outcomes to nonstrategic sources. Experimental conditions were based on types of self- regulatory treatments: strategy (analytic or imaginal), goal (process or outcome), and self-evaluation (present or absent). Students watched demonstrations of the skills individually then had 20 minutes of dart throwing practice. After practice, all students completed evaluations of their attributions (why they thought they missed the bull's eye) and posttests of dart throwing proficiency, self- efficacy, self-reaction, and intrinsic interest. Results supported both hypotheses. Since self-regulated strategy process goals and self-evaluation influence the types of attributions students make, it is suggested that teachers help them set strategic process instead of outcome goals, keep performance records, and evaluate their progress. (Contains 12 references.) (SM) ED411233

Klecker, B., & Loadman, W. E. (1996). Dimensions of Teacher Empowerment: Identifying New Roles for Classroom Teachers in Restructuring Schools., 24pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Tuscaloosa, AL, November 6-8, 1996). Teacher empowerment was one of eight criteria required by the Ohio Department of Education for funding as part of its Venture Capital Schools in Ohio program. This report, part of a larger study, identifies and summarizes dimensional definitions of teacher empowerment in school restructuring literature in order to enlarge the vision of Venture Capital School Planning teams and to suggest roles for classroom teachers that might otherwise have been overlooked. In the literature, the conceptual continuum of teacher empowerment ranged from power handed down to classroom teachers through the school's hierarchical structure (usually from the principal) to self-empowerment through professional growth and knowledge. A number of strategies for empowering teachers are examined, along with the results of several studies. The most frequently identified dimension of empowerment was decision making; others mentioned frequently were collegiality/collaboration, professional knowledge, self-efficacy, autonomy, and status of classroom teachers. Less frequently mentioned were authority, curriculum planning/design, impact/causal importance, leadership, mentoring, responsibility, and self esteem. Study findings suggest that to participate in school restructuring, teachers must pursue knowledge beyond that of subject content and pedagogy. Their professional knowledge must include a thorough grounding in both the philosophy and processes of the change model adopted by their school. (Contains 34 references.) (ND) ED405304

Klein, M. A., & And, O. (1997). The Career Assessment of Persons with Disabilities: A Review., Journal of Career Assessment, 5, 2, 203-11 Spr 1997. A model for career assessment of persons with disabilities includes comprehensive evaluation of aptitudes, achievement, interests, career maturity, self-efficacy, and relevant medical/psychological information. A computerized system of skill analysis and job matching helps synthesize this information and generate potential careers. (SK) EJ543871

Koczajowski, D. L. (1996). State and trait sport-confidence and physical self-efficacy of professional and amateur female golfers. Micro 4

Kolb, D. C. (1993). General self-efficacy and outdoor experiential training. Bf724.3.s36

Kranzler, J. H., & Pajares, F. (1997). An Exploratory Factor Analysis of the Mathematics Self-Efficacy Scale Revised (MSES-R)., Measurement and Evaluation in Counseling and Development, 29, 4, 215-28 Jan 1997. Presents results of an exploratory factor analysis of the mathematics self- efficacy scale. Results, based on 522 undergraduates from three different colleges, indicate that the scale is a multidimensional measure of math self- efficacy with reliable subscales. Four first-order factors were identified, suggesting that the scale taps different judgments. (RJM) EJ551706

Kruger, L. J. (1997). Social Support and Self-Efficacy in Problem Solving among Teacher Assistance Teams and School Staff., Journal of Educational Research, 90, 3, 164-68 Jan-Feb 1997. The relationship between social support and self-efficacy was investigated in teacher assistance team members and participating school staff members at 27 elementary schools. Social support factors examined were guidance, reliable alliance, and reassurance of worth. Findings showed reassurance of worth was strongly related to self-efficacy in problem-solving skills and planning interventions for students with problem behaviors. (SM) EJ542031

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Lapan, R. T., & And, O. (1996). Efficacy Expectations and Vocational Interests as Mediators between Sex and Choice of Math/Science College Majors: A Longitudinal Study., Journal of Vocational Behavior, 49, 3, 277-91 Dec 1996. Path analysis of data from 101 students before college and after declaring majors demonstrated the importance of math self-efficacy beliefs and vocational interests in predicting math/science majors. The more extroverted and those with artistic interests were less likely to major in math/science. Aspirations had solidified before college, especially among young women. (SK) EJ533773

Lapan, R. T., Gysbers, N. C., Multon, K. D., & Pike, G. R. (1997). Developing Guidance Competency Self-Efficacy Scales for High School and Middle School Students., Measurement and Evaluation in Counseling and Development, 30, 1, 4-16 Apr 1997. Reports psychometric data supporting the development of statewide, norm- referenced guidance competency self-efficacy scales for middle and high school students. Results indicate that the scales provide useful data, meaning that they could be used to assess the impact of guidance curriculum activities on student development. (RJM) EJ551708

Larsh, S. L., & Colorado State University. Dept. of Psychology. (2000). Effects of feedback format on self-efficacy and subsequent performance: a compatison of attribute-based and situation-based developmental feedback. Bf637.s38

Lawless, K. A., & Brown, S. W. (1997). Multimedia Learning Environments: Issues of Learner Control and Navigation., Instructional Science, 25, 2, 117-31 Mar 1997. Examines how different internal learner characteristics (prior knowledge, self efficacy, and interest) and different external constraints (learner control, instructional design, and level of control) influence the learning process. Discusses learning from multimedia environments (video, hypertext, kiosk, and other hypermedia) within a schema theory framework incorporating a constructivist view. (74 references) (PEN) EJ546246

Lawry, J. (1998). Defusing the Messages That Rob Our Students of Their Intelligence., SKOLE: The Journal of Alternative Education, 15, 1, 86-91 Win 1998. Describes several instances in which parental comments early in life had long lasting effects on student achievement and self-concept. Discusses the power of (frequently unconscious) "negative imprints," and suggests ways in which teachers and coaches can overcome the effects of early experiences and promote student success. (SV) EJ559953

Lee, K.-T. (1997). Impediments to Good Computing Practice: Some Gender Issues., Computers & Education, 28, 4, 251-59 May 1997. An Australian study of 100 computer using secondary school teachers investigated gender issues in educational computing (physical, environmental, social, and human resource problems and teacher perceptions of collegial help and self- knowledge). The study found that, though barriers to computer integration are fewer, some remain: lack of access, funds, knowledge, and time. (Contains 45 references.) (PEN) EJ554194

Lee, V., Dedick, R., & Smith, J. (1991). The effect of the social organization of schools on teachersı efficacy and satisfaction. Sociology of Education, 64, 190-208.

Leigh, J. P., & Dhir, R. (1997). Schooling and Frailty among Seniors., Economics of Education Review, 16, 1, 45-57 Feb 1997. Schooling has beneficial influences on health, even late in life. This paper's contributions to the schooling/health debate include removing unobserved variable bias and the bias from self-efficacy, time, and risk preferences; discovering no racial differences; finding strong correlations between schooling and measures of frailty for those aged 65 or older; and affirming the importance of education as preventive medicine. (71 references) (MLH) EJ540796

Lenox, R. A., & Subich, L. M. (1994). The Relationship between Self-Efficacy Beliefs and Inventoried Vocational Interests., Career Development Quarterly, 42, 4, 302-13 Jun 1994. Describes investigation examining Bandura's concept of threshold. Results suggest general support for linear relationship between interest and self-efficacy. Contrary to prediction, plots suggest interest may be stable at lower levels of self-efficacy and may increase linearly at higher levels. Includes 18 citations. Discusses relationship to career counseling.(Author/CRR) EJ489162

Lent, R. W. O. (1996). Latent Structure of the Sources of Mathematics Self-Efficacy., Journal of Vocational Behavior, 49, 3, 292-308 Dec 1996. One study tested two- through five-factor models of math self-efficacy sources with 295 college students, supporting a four-factor structure (performance, vicarious learning, social persuasion, emotional arousal). In a second study of 481 high school students, data fit a five-factor model (performance, adult modeling, peer modeling, social persuasion, emotional arousal). (SK) EJ533774

Lent, R. W., & And, O. (1994). Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance., Journal of Vocational Behavior, 45, 1, 79-122 Aug 1994. Presents a social cognitive framework based on Bandura's theory for understanding three aspects of career development: development of career interests, academic and career choices, and performance and persistence. Focus is on how self- efficacy, expected outcome, and goal interrelate with gender, context, and experiential factors. (SK) EJ487458

Lent, R. W., & And, O. (1996). A Social Cognitive Framework for Studying Career Choice and Transition to Work., Journal of Vocational Education Research, 21, 4, 3-31 1996. Anchored in Bandura's social cognition theory, this framework focuses on the interplay among self-efficacy, expectations, and goals in enabling individuals to act on their career development. The interaction of sociocognitive variables with personal/environmental characteristics and school-to-work transition is described. (SK) EJ543955

Lent, R. W., & And, O. (1996). Cognitive Assessment of the Sources of Mathematics Self-Efficacy: A Thought- Listing Analysis., Journal of Career Assessment, 4, 1, 33-46 Win 1996. College students (n=103) cited past performance as the most influential basis for their efficacy beliefs about mathematics. Women cited physiological reactions and teaching quality more often than men did. Thought-listing procedures proved a useful means of studying phenomena not measured by standard psychometric means. (SK) EJ528939

Lent, R. W., & Brown, S. D. (1996). Social Cognitive Approach to Career Development: An Overview., Career Development Quarterly, 44, 4, 310-21 Jun 1996. Provides an overview of a social cognitive framework for understanding career interest, choice, and performance processes. Features several variables (self- efficacy, outcome expectations, personal goals) through which people help to guide their own career development. Discusses how these variables interrelate with other aspects of persons (e.g., gender) and their environments (e.g., supports, barriers) within the process of career development. (FC) EJ529063

Lent, R. W., & Maddux, J. E. (1997). Self-Efficacy: Building a Sociocognitive Bridge between Social and Counseling Psychology., Counseling Psychologist, 25, 2, 240-55 Apr 1997. Examines seven interfaces of social and counseling psychologyoutlined by Forsyth and Learyfrom the perspective of social cognitive theory. Discusses social cognitive theory as a unifying framework for bridging counseling and social psychology and other subdisciplines that share an interest in issues of health promotion and optimal adjustment. (RJM) EJ555118

Leslie, P. J. (1998). The effects of video-computerized feedback on competitive state anxiety, self-efficacy, effort, and baseball hitting-task performance. Micro 4

Levinson, R. A. (1995). Reproductive and Contraceptive Knowledge, Contraceptive Self-Efficacy, and Contraceptive Behavior among Teenage Women., Adolescence, 30, 117, 65-85 Spr 1995. Investigates the relationships among teenage women's Contraceptive Self-Efficacy (CSE), reproductive and contraceptive knowledge (RCK), and contraceptive behavior. No significant relationships existed between RCK and behavior. However, CSE explained variance in RCK, while other measures uncovered common areas of misinformation that influence contraceptive and prophylactic use. Educational interventions are recommended. (RJM) EJ507851

Lewis, C. C. (1996). Beyond Conflict Resolution Skills: How Do Children Develop the Will To Solve Conflicts at Schools?, Theme Issue Topic: Children's Autonomy, Social Competence, and Interactions with Adults and Other Children: Exploring Connections and Consequences. Analyzed children's interactions in 19 Japanese preschools, focusing on conflict resolution and how teachers diminish their role as authority figures to encourage children's sense of self-efficacy and autonomy. Found that the most common Japanese teacher response to conflict is nonintervention, with rare use of commands and rule statements. Japanese children use a high level of negotiation in interactions. (KDFB) EJ536400

Lewis, J. E., & And, O. (1997). HIV/AIDS Risk in Heterosexual College Students. A Review of a Decade of Literature., Journal of American College Health, 45, 4, 147-58 Jan 1997. Reviews empirical studies about the psychosocial correlates of HIV risk among heterosexual college students, presenting results related to condom use, HIV/AIDS knowledge, perceived susceptibility to HIV/AIDS, gender differences, communication skills, and sexual self-efficacy. Results indicate that students are still at high risk. Recommendations for future interventions are discussed. (SM) EJ540263

Ligezinska, M., & And, O. (1996). Children's Emotional and Behavioral Reactions Following the Disclosure of Extrafamilial Sexual Abuse: Initial Effects., Child Abuse & Neglect: The International Journal, 20, 2, 111-25 Feb 1996. This study evaluated the emotional and behavioral adjustment of 41 children (ages 5-15) within the first 3 months following disclosure of extrafamilial sexual abuse. Findings indicated that children's perceptions of self-blame and guilt for the abuse and the extent of traumatization predicted their self-reported symptomatology of depression, social efficacy, and general and abuse-related fears. (Author/DB) EJ517950

Lightsey, O. R., Jr. (1996). What Leads to Wellness? The Role of Psychological Resources in Well-Being., Counseling Psychologist, 24, 4, 589-735 Oct 1996. An expanding literature reveals that personality traits and psychological resources (PRs) are important in human well-being. This article reviews the literature regarding four PRs (positive thoughts, hardiness, generalized self- efficacy, and optimism), discusses the relationships among PRs and between PRs and personality characteristics, and proposes a theory that helps account for current findings. Discusses implications. (KW) EJ538843

Lightsey, O. R., Jr. (1997). Generalized Self-Efficacy Expectancies and Optimism as Predictors of Growth Group Outcomes., Journal for Specialists in Group Work, 22, 3, 189-202 Sep 1997. Examined optimism, generalized self-efficacy, and interactions between these variables, along with member expectancies for group, as predictors of growth group outcomes. Results based on student responses (N=19) indicate that the ability of initial expectancies to predict outcome depended on the level of generalized self-efficacy. (RJM) EJ555199

Lin, H.-L., & Gorrell, J. (1997). Pre-Service Teachers' Efficacy Beliefs in Taiwan., 24pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Memphis, TN, November 1997). This study compared the efficacy beliefs of Taiwanese preservice teachers at the beginning of early childhood teacher preparation with those of preservice teachers near the end of preservice preparation. The 298 predominantly female participants were from 4 teacher colleges and a polytechnic institute. Participants completed a slightly revised version of the Teacher Efficacy Scale (Gibson and Dembo, 1984) that emphasized early childhood education. The scale had them rate attitudes regarding: student background, difficult students, teacher's extra effort, home environment, guidance at school, adjusting to students' levels, better ways of teaching, cultural diversity, more effective teaching methods, parent support, knowledge of intervention, ability to positively negotiate differences, knowledge of strategies to handle misbehavior, positive school experiences overcoming outside school experiences, providing appropriate learning alternatives, inability to reach children, and ability to teach effectively. Data analysis found no substantive difference in mean scores for each item between the two groups, indicating no distinct difference regarding sense of efficacy. However, results suggested that the two groups may have some conceptual differences. The results indicate that preservice teachers' efficacy beliefs are partially constructed during teacher preparation and may be constructed and integrated with social and cultural perspectives. (Contains 4 tables and 25 references). (SM) ED415205

Lindner, R. W., & Harris, B. (1993). Self-Regulated Learning: Its Assessment and Instructional Implications., Educational Research Quarterly, 16, 2, 29-37 Apr 1993. A self-regulated learning inventory was developed for the study and was administered to 160 college students. Factor analysis found that self-regulated learning and self-efficacy account for the majority of the variance. The importance of self-regulated learning in college academic achievement is supported by these results. (SLD) EJ480437

Longabaugh, R., & And, O. (1995). Matching Treatment Focus to Patient Social Investment and Support: 18-Month Follow-up Results., Journal of Consulting and Clinical Psychology, 63, 2, 296-307 Apr 1995. Randomly assigned outpatients to one of three treatments: brief broad-spectrum (BBS), extended relationship enhancement (ERE), or extended cognitive-behavioral (ECB). Results suggest that the intensity of focus on relationship enhancement should be calibrated to the anticipated difficulty in dealing with problems in the patient's relationship to significant others. (RJM) EJ504617

Lopez, F. G. (1996). Attachment-Related Predictors of Constructive Thinking among College Students., Journal of Counseling & Development, 75, 1, 58-63 Sep-Oct 1996. Explored the extent to which retrospective reports of childhood emotional bonds with parents and current adult attachment orientations predicted the capacity for constructive thinking within a sample of 145 undergraduate students. Both factors significantly predicted constructive thinking scores, thus linking attachment- related experiences to the quality of the individual's everyday intuitive cognitive processing. (LSR) EJ546974

Lopez, F. G., & And, O. (1997). Role of Social-Cognitive Expectations in High School Students' Mathematics- Related Interest and Performance., Journal of Counseling Psychology, 44, 1, 44-52 Jan 1997. Tested path models of academic interest and performance that were derived from social-cognitive theory. Results supported a model in which ability helps determine self-efficacy. Findings suggest that social-cognitive theory helps explain the academic behavior of high school students that can be key to their later career options. (RJM) EJ544082

Lou, M. F. O. (1997). A Pilot Study To Assess the Relationships among Coping, Self-Efficacy and Functional Improvement in Men with Paraplegia., International Journal of Rehabilitation Research, 20, 1, 99-105 Mar 1997. A study of four men with paraplegia admitted to a rehabilitation ward investigated the relationship between levels of coping, self-efficacy, and improvement in rehabilitation performance. The subjects using more coping strategies had more rehabilitation improvement after the first month and those using problem-oriented coping strategies showed improvement after two weeks. (CR) EJ544388

Lucas, J. L., & And, O. (1997). Development of a Career Task Self-Efficacy Scale: The Kuder Task Self-Efficacy Scale., Journal of Vocational Behavior, 50, 3, 432-59 Jun 1997. Three instruments were completed by 345 undergraduates: Kuder Task Self-Efficacy Scale (KTSES), Self-Esteem Inventory, and Career Decision-Making Self-Efficacy Scale. The construct validity of the KTSES was supported, and some relationship was found between career task self-efficacy and self-esteem/career decision- making self-efficacy. (SK) EJ543998

Lucas, K., Ginns, I., Tulip, D., & Watters, J. (1993). Science teacher efficacy, locus of control and self-concept of Australian preservice elementary school teachers. Paper presented at the annual meeting of the National Association for research in Science Teaching, Atlanta.

Lucas, M. (1997). Identity Development, Career Development, and Psychological Separation from Parents: Similarities and Differences between Men and Women., Journal of Counseling Psychology, 44, 2, 123-32 Apr 1997. Examines how career development and psychological separation from parents relates to identity development. Career development variables predicted degree of identity exploration and identity commitment for both men and women. Women scored lower on functional and emotional independence, suggesting that they viewed themselves as being less self-efficacious than men. (RJM) EJ551757

Ludi, D. C., & Martin, L. (1995). The Road to Personal Freedom: Self-Determination., Intervention in School and Clinic, 30, 3, 164-69 Jan 1995. This article describes a new curriculum for reversing self-defeating tendencies in secondary level youth with disabilities by building skills in areas such as communication, self-understanding, creative thinking, and problem solving. The curriculum, Self Determination: The Road to Personal Freedom, focuses on development of eight skills. (DB) EJ497550

Lusardi, M. M., & Smith, E. V., Jr. (1997). Development of a Scale To Assess Concern about Falling and Applications to Treatment Programs., Journal of Outcome Measurement, 1, 1, 34-55 1997. Rasch methodology, often used in educational research, was used to assess psychometric limitations of a scale designed to measure fear of falling in older persons. Simultaneous calibration of scale items improved its lack of scale definition. Implications for assessment of self-efficacy perceptions and planning treatment programs are discussed. (SLD) EJ551437

Luzzo, D. A. (1995). The Relative Contributions of Self-Efficacy and Locus of Control to the Prediction of Career Maturity., Journal of College Student Development, 36, 1, 61-66 Jan-Feb 1995. One hundred thirteen undergraduates completed measures of career decision-making (CDM) self-efficacy, career locus of control, CDM attitudes, and CDM skills. Results proved the self-efficacy theory superior to the locus of control model in predicting college students' CDM attitudes. No significant gender differences emerged among the variables. (RJM) EJ497361

Luzzo, D. A. (1996). A Psychometric Evaluation of the Career Decision-Making Self-Efficacy Scale., Journal of Counseling & Development, 74, 3, 276-79 Jan-Feb 1996. Provides a thorough psychometric evaluation of the Career Decision-Making Self- Efficacy Scale. Provides a summary of the initial construction and development of the scale, followed by a comprehensive review of the results from various investigations on its reliability and validity. Concludes with ideas for additional research. (JPS) EJ522686

Luzzo, D. A. (1996). Exploring the Relationship between the Perception of Occupational Barriers and Career Development., Journal of Career Development, 22, 4, 239-48 Sum 1996. A study examined the relationship between perceived occupational barriers and career decision-making (CDM) attitudes, knowledge of CDM principles, and CDM self- efficacy of 188 college students. Findings indicate that the perception of occupational barriers may not negatively influence the career development process. (Author/JOW) EJ522532

Luzzo, D. A., & And, O. (1996). Attributional Retraining Increases Career Decision-Making Self-Efficacy., Career Development Quarterly, 44, 4, 378-86 Jun 1996. Examined whether 60 college students, grouped according to their career locus of control, were differentially affected by a videotaped career intervention designed to persuade students to attribute low levels of confidence in making career decisions and career-related failures to a lack of effort. Discusses results. (FC) EJ529068

Luzzo, D. A., & Ward, B. E. (1995). The Relative Contributions of Self-Efficacy and Locus of Control to the Prediction of Vocational Congruence., Journal of Career Development, 21, 4, 307-17 Sum 1995. Congruent career aspirations and current occupations of 61 undergraduates were significantly related to career locus of control but not to age or career decision-making self-efficacy. The latter was associated with age and year in college. (SK) EJ504419

Luzzo, D. A., McWhirter, E. H., & Hutcheson, K. G. (1997). Evaluating Career Decision-Making Factors Associated with Employment among First- Year College Students., Journal of College Student Development, 38, 2, 166-72 Mar-Apr 1997. A survey of 305 traditional-aged first-year college students, who were employed in occupations congruent with their career interests, were more likely than other students to believe that career decision making was a process over which they had personal control. Discusses implications of findings for student affairs professionals. (Author/RJM) EJ551739

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La, R., Martin J., & And, O. (1995). Latina Mothers and Their Toddlers' Behavioral Difficulties., Hispanic Journal of Behavioral Sciences, 17, 3, 375-84 Aug 1995. Two assessments of 26 Spanish-speaking, low-income, Latina mothers and their 26 toddlers, conducted 3 months apart, examined toddlers' behavioral difficulties, mothers' depression, mothers' self-efficacy (as parent), and mothers' social support. Mother's perceived social support at first assessment was predictive of depression level at second assessment. Previous behavior was the only significant predictor of toddler behavior. (SV) EJ510686

Lackey, J. R. O. (1997). The Effects of Written Feedback on Motivation and Changes in Written Performance., 162pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). A study examined the impact of written feedback on goals and self-efficacy, and the impact of goals and self-efficacy on changes in writing performance. Subjects were 137 students in a second-semester freshman-level college English composition class and 5 second-semester graduate assistant teachers. Consistent with social learning theory, results indicated that, among motivational variables, the best predictor of change in writing performance was changes in self-efficacy for writing skills. Among types of written feedback the students received, the best predictor of changes in writing skill self-efficacy was the grades that the students received. Results also indicated that the students entered the semester with limited knowledge about the writing process or their ability, but by the end of the semester, they began to understand the writing skills targeted in an earlier study, and, consequently, their understanding of the writing process, their understanding of their own ability, and their self-efficacy increased. Among the types of written feedback, the best predictor of changes in writing performance was the number of task-specific comments that the students received. In addition, the teachers who gave the most task-specific comments also saw their students' writing scores improve the most. Findings support A. Bandura's (1986) contention that self-efficacy is malleable and positively related to improvements in performance. Findings concerning student goals are more ambiguous. (Contains 63 references, and 21 tables and 14 figures of data. Appendixes present a writing prompt, a scoring rubric, data analysis, directions for coding, and 9 tables of data.) (Author/RS) ED406690

Lackner, J. M., & And, O. (1996). Pain Expectancies, Pain, and Functional Self-Efficacy Expectancies as Determinants of Disability in Patients with Chronic Low Back Disorders., Journal of Consulting and Clinical Psychology, 64, 1, 212-20 Feb 1996. Tested the predictive power of self-efficacy expectations of physical capabilities, expectations of pain, and expectations of reinjury on physical function in chronic back pain patients. Before assessment of function, patients rated their abilities to perform essential job tasksfunctional self-efficacy (FSE)and the likelihood working would precipitate pain/reinjury. FSE was significantly related to function when reinjury and pain were partialed out. (KW) EJ529028

Long, H. B., & And, O. (1997). Expanding Horizons in Self-Directed Learning., 306pp. Based on papers presented at the International Self-Directed Learning Symposium (10th). The following papers are included: "Preface" (Huey B. Long); "Self-Directed Learning: Smoke and Mirrors?" (Huey B. Long); "From Self-Culture to Self- Direction: An Historical Analysis of Self-Directed Learning" (Amy D. Rose); "The Link between Self-Directed and Transformative Learning" (Jane Pilling-Cormick); "Learner Orientations among Baby Boomers: Is There More Self-Directed Learning in the Future of Higher Education?" (Gary J. Confessore, Dianne L. Barron); "Self- Directed Learning in Professional Education: Guided Self-Assessment as a Tool to Facilitate Self-Directed Learning of Medical Students" (Alahna Allen); "Managers as Self-Directed Learners: Comparing Findings of Studies in Private and Public Sector Organizations" (William J. Kops); "Learning in Adversity: Incidence of Self-Directed Learning among Downsized Employees" (Sharon J. Confessore, Dede Bonner); "Self-Directed Learning in Health Care InstitutionsAn Analysis of Policies and Practices" (Roland Foucher, Francois Brezot); "Perceptions and Intentions of Training Managers Regarding Self-Directed Learning" (Josee Landriault, Alain Gosselin); "Self-Directed Learning in the Workplace: Summary Report on Research and Practice in Quebec" (Roland Foucher); "Practitioners' Application of Self-Directed Learning: Education of the Department of Defense's Program Managers under the Defense Acquisition Workforce Improvement Act" (Jay W. Gould III); "'Squelching' Self-Directed Learning: Marginalized Learners and Their Environments" (Robert J. Bulik); "Developing Self-Efficacy among Baccalaureate Students: Pygmalion Revisited" (Gary J. Confessore, Richard W. Herrmann); "Mentoring as Self-Directed Learning for Native Americans" (Gary Luna, Deborah Cullen); "Item Analysis of Guglielmino's Self-Directed Learning Readiness Scale: Revisiting the Issue of Internal Consistency" (Scott S. Morris); "Reliability and Validity of the Self-Directed Learning Readiness Scale and the Learning Preference Assessment" (Lucy Madsen Guglielmino); "Self-Directed Learning in MathematicsAn Impossibility in the Middle School?" (Gary J. Hoban, Claudia J. Sersland); "Relationship of SDLRS (Self-Directed Learning Readiness Scale) and Family Members" (Huey B. Long, Donna Cloud); "Self-Directed Learning Effects in Voluntary Associations' Organizational Framework" (Patricia Portelli); "Midlife Adults in Self-Directed Learning: A Heuristic Study in Progress" (Michael A. Beitler); "Self-Directed Learning in the Next Century: What Should the Orientation Be?" (Rene Bedard); and "Uses of the Guglielmino Self-Directed Learning Readiness Scale" (Nicole rae Winters Walker, Huey B. Long). (MN) ED408441

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Maddux, J. E. (1995). Self-efficacy, adaptation, and adjustment: theory, research, and application. New York: Plenum Press. Rc455.4.s87 s45 1995 155.2/4 scist

Magyar, T. M. (1998). Temporal impact of goal orientations, social support, and sources of self-efficacy on efficacy restoration from athletic injuries. Micro 4

Mandell, R. A. (1994). The influence of role status, self-efficacy and soccer performance. Micro 4

Matteson, P. (1995). Advocating for self: women's decisions concerning contraception. New York: Haworth Press. Rg136.m383 1995

May, K. M., & Sowa, C. J. (1994). Personality Characteristics and Family Environments of Short-Term Counseling Clients., Journal of College Student Development, 35, 1, 59-62 Jan 1994. Compared family environments and personality characteristics of 41 college students in short-term counseling to 134 students who were not currently in counseling. Found no differences in students' perceptions of their family environments and their personality characteristics of self-efficacy and personality hardiness based on their involvement in short-term counseling. (Author/NB) EJ478910

Mayseless, O. (1996). Attachment Patterns and Their Outcomes., Human Development, 39, 4, 206-23 Jul-Aug 1996. Describes ambivalent, avoidant, and disorganized attachment patterns. Proposes that avoidant individuals deactivate their attachment needs, have high sense of self efficacy, and prefer objects to people; ambivalent persons hyperactivate attachment needs, have low self-efficacy, and orient more to people; and disorganized/controlling individuals highly deactivate attachment needs, have high self-efficacy, and prefer people over objects. (KDFB) EJ549515

Mazurek, N., & Shoemaker, A. (1997). Career Self-Efficacy in College Students with Disabilities: Implications for Secondary and Post-Secondary Service Providers., 15p. This pilot study examined the career self-efficacy of 75 college students (40 with disabilities and 35 without disabilities) using the Career Decision Making Self-Efficacy Scale-Short Form (CDMSE-SF) and semi-structured interviews. Career self-efficacy was defined as the belief that an individual can accomplish his/her career goals. Results indicated that students with disabilities scored significantly lower than their non-disabled peers on the CDMSE-SF. There did not appear to be any relationship between type of disability and career self-efficacy. However, an interaction between gender and disability was found, with male participants with disabilities scoring significantly lower than female participants with disabilities. There was also no relationship between scores of students with disabilities who were eligible for transition planning and those students who were not eligible due to age. Results led to recommendations concerning the transition planning component of the student's individualized education plan, instruction in self-advocacy skills at the secondary level, career counseling services of the campus career development center, and a possible mandatory career exploration course. (DB) ED412708

McAlpine, L., & Crago, M. (1995). The Induction Year Experience in a Cross-cultural Setting., Teaching and Teacher Education, 11, 4, 403-15 Jul 1995. This case study documents the experiences of a first-year teacher in a small Aboriginal community in Canada, describing the ways in which she developed and modified her beliefs about teaching in order to create a sense of self-efficacy in the cross-cultural classroom. (IAH) EJ525385

McAninch, C. B., & And, O. (1996). Effects of an Academic Expectancy and Gender on Students' Interactions., Journal of Educational Research, 89, 3, 146-53 Jan-Feb 1996. This study examined the effects of manipulating on expectancy in same-sex, same- age dyads of unacquainted 7- to 12-year olds. Students completed questionnaires about themselves and their partners, with one partner having received an expectancy about the other's ability. Expectancy had a significant effect on both partners. Gender had negligible influence. (SM) EJ525355

McAuley, E., & And, O. (1995). Affective Responses to Acute Exercise in Elderly Impaired Males: The Moderating Effects of Self-Efficacy and Age., International Journal of Aging & Human Development, 41, 1, 13-27 1995. Examined relationships between perceptions of personal efficacy and affective responsibility to acute exercise in elderly male inpatients and outpatients at a Veterans Administration Medical Center. A significant change in feelings of fatigue was revealed over time but exercise effects on affect were shown to be moderated by perceptions of efficacy and age. (JBJ) EJ517433

McCracken, R. S. W., Lauren M. (1997). Relationship of Personal Agency, Problem-Solving Appraisal, and Traditionality of Career Choice to Women's Attitudes Toward Multiple Role Planning., Journal of Counseling Psychology, 44, 2, 149-59 Apr 1997. Looked at factors influencing women's attitude toward multiple roles. Examined women aspiring to both traditional and nontraditional occupations. Results indicate that traditionality of career choice moderated the effect of personal agency on commitment to multiple roles and independence. Positive problem-solving appraisal factors influenced more realistic attitudes toward multiple role planning. (RJM) EJ551759

McDougall, G. J. (1995). Memory Self-Efficacy and Strategy Use in Successful Elders., Educational Gerontology, 21, 4, 357-73 Jun 1995. The Metamemory in Adulthood Questionnaire, Memory Self-Efficacy Questionnaire, and measures of depression and health status were completed by 169 adults over 55 in Texas and Louisiana. External memory strategies (lists, notes) were used more often than internal (elaboration, rehearsal). Memory efficacy decreased significantly with age, and anxiety was inversely correlated with health status. (SK) EJ507727

McFarlane, A. H., & And, O. (1994). Adolescent Depression in a School-Based Community Sample: Preliminary Findings on Contributing Social Factors., Journal of Youth and Adolescence, 23, 6, 601-20 Dec 1994. A two-wave survey in a large community sample of Canadian adolescents (n=801; n=694) with increased risk for problems in social functioning studied the prevalence of depression and social factors that contribute to it. The prevalence, which was found at 10.9% overall, is about double that of other studies. (SLD) EJ500533

McInerney, D. M., & And, O. (1997). School Success in Cultural Context: Conversations at Window Rock. Preliminary Report., 17pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). The goal theory of achievement motivation maintains that the goals stressed by schools influence children's self-efficacy and willingness to try hard. This paper examines the applicability of goal theory to a Navajo school and community and widens the focus to encompass a range of potential culturally relevant goals. Interviews were conducted at Window Rock High School on the Navajo Reservation (Arizona) with 20 students in grades 8-12, 10 Navajo community members, and 9 Navajo teachers. In general, interviewees believed that school-based education is important in that it assists students to develop self-sufficiency and competitive skills that will ultimately benefit the community. However, competitiveness is not regarded as merely a desire to win at all costs; it is tempered by a strong sense of affiliation to the Navajo group in that individual achievement is not sought at the expense of the community. Student motivation to do well at school was strongly linked with social concern and affiliation. Overwhelmingly, parents and extended family were the prime referent groups in influencing student progress at school. A generally supportive home environment was seen as essential for educational success. The most frequently cited inhibitors of school motivation were family substance abuse, gang behavior, student substance abuse, and pregnancy. Respondents scrutinized the Inventory of School Motivation, agreed that all items and scales were relevant to the Navajo educational context, but offered differing Navajo perspectives on the items measuring competitiveness and group leadership. The results suggest that Navajo and Western cultures share many similar values related to education. Contains 25 references and interview excerpts. (SV) ED407202

McInerney, V., McInerney, D. M., & Marsh, H. W. (1997). Effects of Metacognitive Strategy Training within a Cooperative Group Learning Context on Computer Achievement and Anxiety: An Aptitude-Treatment Interaction Study., Journal of Educational Psychology, 89, 4, 686-95 Dec 1997. Two aptitude-treatment interaction studies involving 61 college students examined comparative effects of metacognitive strategy training in self-questioning within cooperative group learning and traditional direct instruction on the acquisition of computing competence, learning anxiety, and positive cognition. Results support including cooperative self-regulatory components into teaching computing skills for adult learners. (SLD) EJ560301

McLeavey, B. C., & And, O. (1994). Interpersonal Problem-Solving Skills Training in the Treatment of Self-Poisoning Patients., Suicide and Life-Threatening Behavior, 24, 4, 382-94 Win 1994. Evaluated the effectiveness of interpersonal problem-solving skills training (IPSST) for the treatment of self-poisoning patients. Subjects were assigned randomly either to IPSST or to a control treatment. Although both treatments reduced the number of presenting problems, the IPSST was more effective as determined by other outcome measures. (RJM) EJ498722

McLeod, S. H. (1995). Pygmalion or Golem? Teacher Affect and Efficacy., College Composition and Communication, 46, 3, 369-86 Oct 1995. Examines how teacher expectations, their empathy, and their own sense of self- efficacy have an effect on their teaching and on their students. Points out some parallels between the affective issues in the classroom (the expectations teachers have of students) and in composition programs (the expectations administrators have for teachers of writing). (TB) EJ514576

McWhirter, B. T., & Page, G. L. (1996). An Evaluation of Psychoeducational Groups for Alternative High School Students., 24pp. Paper presented at the Annual Meeting of the American Psychological Association (104th, Toronto, Ontario, Canada, August 9-13, 1996). Alternative high school students have typically had a history of acting out behaviors in the classroom. To address this behavior, the effects of two psychoeducational groups (anger control and goal setting) on state and trait anger, anger expression, and on self-efficacy beliefs of these students were evaluated. The 57 participants were given pre- and post-tests on anger expression using the State-Trait Anger Expression Inventory (STAXI). Self-efficacy beliefs for anger control, goal setting, and general group behavior and communication skills were also administered. It was hypothesized that each treatment would have a favorable impact on the self-efficacy items related to it, that participants in both treatment groups would show gains in self-efficacy for general group behavior and communication skills, and that the anger control treatment would decrease state anger and anger expression. Results indicate that the treatment groups failed to effect change on the outcome measures, although anecdotal evidence suggests that the treatments did have some impact. The failure of the treatment groups to change measurable behavior may have been due to the treatments not being sufficiently powerful to create changes. Likewise, the treatment goals, such as life planning, may have contradicted the students' "I don't care" attitude. Other reasons for failed treatment outcomes are also explored. Contains 18 references. (RJM) ED407627

Meijer, C. & Foster, S. (1988) The effect of teacher self-efficacy on referral chance. Journal of Special Education, 22, 378-385.

Melchert, T. p. O. (1996). Testing Models of Counselor Development with a Measure of Counseling Self- Efficacy., Journal of Counseling & Development, 74, 6, 640-44 Jul-Aug 1996. Developed a counseling self-efficacy instrument in order to examine change in counselors across a broad range of training and experience. Self-efficacy theory and models of counselor development make similar predictions about increases in counseling self-efficacy due to clinical training and experience. Results showed strong reliability and validity for the instrument. (RJM) EJ542392

Mercer, D. (1997). The Secondary Headteacher and Time-in-Post: A Study of Job Satisfaction., Journal of Educational Administration, 35, 3-4, 268-81 1997. Using a grounded-theory approach based on interviews with 39 secondary headteachers in the United Kingdom, identifies and analyzes various satisfiers and dissatisfiers experienced by headteachers, based on their number of years on the job. Headteachers experience an initial high of satisfaction that appears to dip before rising again. Principals need support during their midcareer years. (31 references) (MLH) EJ552036

Merrell, K. W., & And, O. (1996). Internalizing Symptoms of Gifted and Non-Gifted Elementary-Age Students: A Comparative Validity Study Using the Internalizing Symptoms Scale for Children., Psychology in the Schools, 33, 3, 185-91 Jul 1996. Examines the symptoms of self-reported internalizing symptoms (e.g., depression and anxiety) of mid-elementary-age gifted students as compared to a control sample of non-gifted students. Results show that gifted students reported significantly fewer internalizing symptoms than did the comparison group. Findings are contrasted with previous research. (RJM) EJ548613

Merriam, S. B., & Ying, B. (1996). A Longitudinal Study of Adult Life Experiences and Developmental Outcomes., Adult Education Quarterly, 46, 2, 62-81 Win 1996. Data from the National Longitudinal Study were used to relate seven life experiences with four developmental outcomes (personal agency, political participation, concern for social inequality, and social action). Each of the life experiences was significantly related to one or more outcomes, supporting the connection of life experience, learning, and development. (SK) EJ517366

Meyer, D. K., & And, O. (1997). Challenge in a Mathematics Classroom: Students' Motivation and Strategies in Project-Based Learning., Elementary School Journal, 97, 5, 501-21 May 1997. Analyses of fifth and sixth graders' challenge seeking during project-based mathematics instruction indicated two patterns: "challenge seekers," who self- reported a tolerance for failure, and a learning goal orientation; and "challenge avoiders," who self-reported a higher negative affect after failure, a more performance-focused goal orientation, lower self-efficacy in math, and greater use of strategies that requiring minimal information processing. (HTH) EJ547981

Meyers, S. A. (1997). Increasing Student Participation and Productivity in Small-Group Activities for Psychology Classes., Teaching of Psychology, 24, 2, 105-15 1997. Reviews studies and journal articles to collect suggestions for increasing individual student involvement in small-group activities. Briefly addresses the lack of student productivity during these activities. Includes a descriptive table of all articles appearing in "Teaching of Psychology" between 1974 and 1995. (MJP) EJ549835

Middleton, M. J., & Midgley, C. (1997). Avoiding the Demonstration of Lack of Ability: An Underexplored Aspect of Goal Theory., Journal of Educational Psychology, 89, 4, 710-18 Dec 1997. A scale to assess the goal of avoiding the demonstration of lack of ability (performance-avoid) was included with scales assessing approach goals for 703 sixth graders. Performance-avoid scales negatively predicted academic efficacy and positively predicted avoiding seeking help and test anxiety. Implications for goal theory are discussed. (SLD) EJ560303

Midgley, C., & And, O. (1995). Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach., Theme issue topic: "Middle Grades Schooling and Early Adolescent Development, Part II: Interventions, Practices, Beliefs, and Contexts.". The results of a survey of 158 teachers and 969 students at 2 elementary and 2 middle schools revealed that middle school teachers and students perceived the school culture as more performance-focused and less task-focused than did elementary school teachers and students. (MDM) EJ520358

Midgley, C., Feldlaufer, H., & Eccles, J., (1989). Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology, 81, 247-258.

Miller, M. (1997). Brainstyles: Change Your Life without Changing Who You Are., 385p. Based on the idea that an individual's "brainstyle" is a particular set of gifts, this self-help book shows the reader that by understanding how the brainstyle mandates decisions, a person can deliver his or her best in any relationship. The book illustrates with case histories of people who used the brainstyle system to change their lives without changing themselves. Chapter 1 asks some personal questions to activate thought about the need for change; Chapter 2 introduces some research on what to do instead of trying to be perfect. Chapters 3 through 6 describe four core strengths, the brainstyles; Chapter 7 is a brainstyles self test. Chapter 8 tells how to apply brainstyles to create synergy in relationships with anyone anywhere; Chapter 9 provides some tools to transform an individual's relationship with him/herself, with "enemies," and with colleagues at work. Appendix A contains "Brain-Based Aptitudes"; Appendix B contains "The Brainstyle Inventory Scoring Interpretation and Discussion"; Appendix C contains "Technical Report: Construct Validation of a New Measure of Brainstyles"; Appendix D contains "BrainstylesMyers-Briggs Relationships Report, January 1995"; Appendix E contains additional worksheets. (NKA) ED415491

Mills, R. A., & And, O. (1997). Teachers' Voices Shaping Transformation: A Multiple Case Study of Personal Practical Knowledge among Middle Level Teachers., Research in Middle Level Education Quarterly, 20, 3, 57-84 Spr 1997. Used individual case studies as well as cross-case analysis of five middle-level teachers to uncover their personal practical knowledge and their perceptions of how this knowledge influences their decision making, classroom environment, and interpersonal relationships. Found such overarching themes as role clarity, professional commitment, curriculum conception, and past experiences. (AA) EJ544899

Miranda, A., Villaescusa, M. I., & Vidal-Abarca, E. (1997). Is Attribution Retraining Necessary? Use of Self-Regulation Procedures for Enhancing the Reading Comprehension Strategies of Children with Learning Disabilities., Journal of Learning Disabilities, 30, 5, 503-12 Sep-Oct 1997. This study investigated the need to include explicit attributional retraining in a program designed to teach self-regulation reading comprehension strategies to 60 Spanish children (grades 5-6) with learning disabilities. Regardless of attributional retraining, children improved on measures of cognitive strategies, but their gains were very low on metacognitive measures. (Author/CR) EJ553923

Mone, M. A., & And, O. (1995). Predictive Validity and Time Dependency of Self-Efficacy, Self-Esteem, Personal Goals, and Academic Performance., Educational and Psychological Measurement, 55, 5, 716-27 Oct 1995. Relationships among self-efficacy, self-esteem, personal goals, and performance over multiple performance trials were examined for 215 college students. Self- efficacy was significantly predictive of personal goals and performance, but self- esteem was not. Results indicate that the more task-specific the measure, the better the prediction. (SLD) EJ514247

Moore, W., & Esselman, M. (1992). Teacher efficacy, power, school climate and achievement: A desegregating districtıs experience. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Morell, C. (1996). Radicalizing Recovery: Addiction, Spirituality, and Politics., Social Work, 41, 3, 306-12 May 1996. Treatment programs promote individual solutions to substance abuse through changing dysfunctional behavior and relying on spiritual beliefs and practices. Root problems are understood to be diseases within the person. However, the social conditions implicated in causing the addiction remain unaddressed. Questions whether social workers can bring recovery and social justice methods together. (FC) EJ530435

Morrison, G. M., & And, O. (1994). Teacher Preferences for Collaborative Relationships: Relationship to Efficacy for Teaching in Prevention-Related Domains., Psychology in the Schools, 31, 3, 221-31 Jul 1994. Examined student and practicing teacher preferences for modes of working on students' academic, behavioral, and self-esteem problems. Working preferences (working with other professionals, letting other professionals handle problems, and working alone) varied according to teacher level of experience and grade level of teaching. Found significant relationship between collaborative work preferences and personal teaching efficacy. (Author/NB) EJ494440

Morrow, S. L., & And, O. (1996). The Application of a Sociocognitive Framework to the Career Development of Lesbian Women and Gay Men., Journal of Vocational Behavior, 48, 2, 136-48 Apr 1996. Environmental and contextual influences shape academic and career interests through their impact on self-efficacy beliefs and outcome expectations. Stereotypes, gender-role expectations, and peer pressure may truncate adolescent career choices, especially those forming gay or lesbian sexual identities. (SK) EJ521030

Multon, K. D., & And, O. (1995). An Empirical Derivation of Career Decision Subtypes in a High School Sample., Journal of Vocational Behavior, 47, 1, 76-92 Aug 1995. Usable responses on the Goal Instability Scale, Career Decision Profile, and other measures were obtained from 196 high school students. Decisiveness/indecisiveness was associated with career choice comfort level, occupational knowledge, and negative affect. Goal stability/instability was associated with self-efficacy and positive affect. (SK) EJ509446

Multon, K. D., & Lapan, R. T. (1995). Developing Scales to Evaluate Career and Personal Guidance Curricula in a High School Setting., Journal of Career Development, 21, 4, 293-305 Sum 1995. Factor analysis was conducted on ratings assigned by 136 high school students to 106 self-efficacy statements. Results showed the self-report evaluation scales had construct and criterion validity; their content reflected competencies to be developed by comprehensive guidance programs. (SK) EJ504418

MM

_____. (1995). Missouri Comprehensive Guidance Program Evaluation Project: Phase IV. Final Report., 39pp. For a related document, see ED 362 743. A study reported on progress in developing statewide norm-referenced evaluation scales for high and middle school students. Phase IV goals were to develop and try out a guidance curriculum results evaluation survey format for use by local school district personnel and to explore ways to analyze and use Missouri School Improvement data to understand the possible links between high quality guidance programs as perceived by school faculty and staff, students, and parents and students' self-efficacy and their mastery of guidance competencies. Students in regular classrooms3,224 high school and 3,271 middle school studentscompleted the survey. Study results demonstrated clearly that the factor structure of self- efficacy ratings of these guidance competencies replicated an assignment by school professionals who developed the Missouri Comprehensive Guidance Program (MCGP) of guidance competencies into categories and three scope and sequence areas and supported the correspondence between student organization of categories into one of three factors and prior expert assignment of categories to one of three areas within the MCGP scope and sequence and the use of the statewide, norm- referenced guidance competency self-efficacy scales as pre/post measures to aid in evaluating the impact of guidance classroom activities. (Appendixes include a list of 23 references, 3 tables, a draft version of the reporting format, draft of a results evaluation framework, and advance questions to the Board of Education). (YLB) ED404536

MacPhee, D., & And, O. (1996). Ethnic Variations in Personal Social Networks and Parenting., Child Development, 67, 6, 3278-95 Dec 1996. Low-income parents completed a social map and measures of self-esteem and child- rearing practices. Results indicated that American Indians had an interconnected web of kin; Hispanics, close-knit social networks; and Anglos, diffuse but supportive networks. Affective dimensions of social networks were related to parenting. Parental self-efficacy was related to child-rearing practices across ethnic groups. (BC) EJ545014

Mallinckrodt, B., & And, O. (1995). Attachment Patterns in the Psychotherapy Relationship: Development of the Client Attachment to Therapist Scale., Part of this issue's special section on client attachments to therapist. Describes development of an instrument, the Client Attachment to Therapist Scale (CATS). CATS factors correlated in expected directions with survey measures of object relations, client-rated working alliance, social self-efficacy, and adult attachment. Cluster analysis revealed four types of client attachment. Discusses implications of attachment patterns for understanding client transference. (LKS) EJ511367

Mallinckrodt, B., & And, O. (1995). Working Alliance, Attachment Memories, and Social Competencies of Women in Brief Therapy., Journal of Counseling Psychology, 42, 1, 79-84 Jan 1995. Female clients (n=76) at 4 university and community agencies completed surveys containing questionnaires concerning parental bonding, self-efficacy, adult attachment, and working alliance. Results indicated that parental bonds, especially with fathers, were significantly associated with social competencies, although working alliance was negatively associated with father bonds, positively associated with mother bonds, and significantly associated with capacity for adult attachment. (JPS) EJ506144

Marso, R. N. P., Fred L. (1998). A Longitudinal Study of Relationships between Attitude toward Teaching, Anxiety about Teaching, Self-Perceived Effectiveness, and Attrition from Teaching., 24pp. Paper presented at the Annual Meeting of the Association of Teacher Educators (Dallas, TX, February 13-17, 1998). This study examined whether 540 teacher candidates who failed to or who successfully made the transition into teaching 7 years after commencement of teacher preparation differed in anxiety about teaching, attitude toward a teaching career, and self-perceived effectiveness as future teachers. At the beginning of teacher preparation in 1985, participants reported various personal characteristics, including degree of assurance about becoming teachers, gender, planned level of instruction, and time at which they first decided to become teachers. They completed the Teaching Anxiety Scale, the Attitude Toward Teaching as a Career Scale, and the Self-Perceived Effectiveness as a Future Teacher Scale. After 7 years, researchers contacted them again to determine whether they had become certified as teachers, whether they were presently teaching, and the extent of their teaching experience. Results revealed differences between candidates who graduated but did not become certified as teachers, who became certified as teachers but did not teach, who became part-time teachers, and who became full-time teachers. There were relationships between candidates' major, gender, initial degree of assurance about becoming teachers, extent of successful transition from student to teacher, and the three affective measures. Findings support the hypothesis that attrition during teacher preparation and the early years of teaching does not necessarily reduce the quality of the affective characteristics of those remaining in teaching. Candidates teaching 7 years after commencement of teacher preparation possessed theoretically more desirable affective traits than did nonteaching candidates. (Contains 1 figure, 5 tables, and 42 references.) (SM) ED417171

Marso, R. N., & Pigge, F. L. (1997). A Longitudinal Study of Relationships between Candidates' Abilities, Development of Teaching Concerns, and Success in Entering Teaching., 21pp. Paper presented at the Annual Meeting of the Midwestern Educational Research Association (Chicago, IL, October 15-18, 1997). A longitudinal sample of 242 predominantly white teacher candidates was studied to identify possible relationships between the candidates' academic abilities, the degree of their success in making the transition from student to teacher, and their development of concerns about teaching during teacher preparation as hypothesized by Fuller's model of teacher development. Analysis of data collected prior to teacher preparation, near the end of teacher preparation, and 7 years after the commencement of teacher preparation revealed: that pre- to post- preparation changes occurred in the candidates' task, self, and impact concerns; that the level of the candidates' concerns about teaching did not differ when classified by degree of success in making the transition form student to teacher; and that the teachers' academic ability indices interacted statistically with the teacher candidates' development of job, task, self, and/or impact concerns during teacher preparation. The finding of changes in concerns during teacher preparation supported Fuller's model of the development of concerns about teaching; however, the teacher candidates' academic attributes also were found to relate to and interact with the development of concerns about teaching during teacher preparation. These academic ability interactions with the changes in pre- to post-teacher preparation concerns and the failure to identify a direct relationship between concerns development and degree of success in teacher induction would seem to raise questions about the overall viability of the Fuller model. (Contains 33 references). (Author/SM) ED414253

Marso, R. N., & Pigge, F. L. (1997). Relationships Between the Personal and Academic Attributes of and Affective Differences Between Current and Past Teacher Candidates., Teacher Educator, 33, 2, 124-39 Aut 1997. Investigated relationships between personal and academic attributes of and affective differences between 1985 and 1991 teacher candidates. Significant differences existed between concerns and anxieties about teaching and confidence about becoming teachers. Relationships existed between affective characteristics and gender, planned level of teaching, fathers' educational level, locus of control, prior teaching-like experiences, scholastic aptitude, and personality. (SM) EJ560266

Matsui, T. (1994). Mechanisms Underlying Sex Differences in Career Self-Efficacy Expectations of University Students., Journal of Vocational Behavior, 45, 2, 177-84 Oct 1994. Data from Japanese university students (176 males, 210 females) showed that females had significantly higher self-efficacy for female-dominated occupations, significantly lower for male-dominated ones. Self-efficacy for male-dominated occupations was associated with instrumentality; for female-dominated occupations it was associated with both instrumentality and expressiveness. (SK) EJ490480

Matzeder, M. E., & Krieshok, T. S. (1995). Career Self-Efficacy and the Prediction of Work and Home Role Salience., Available from Subscriptions Manager, Psychological Assessment Resources, PO Box 998, Odessa, FL 33556. Self-efficacy expectation to perform in both male- and female-dominated occupations and salience in work and home roles were assessed in 64 female and 49 male undergraduates. Self-efficacy in traditionally male occupations predicted commitment to work role for women but not for men. Women expected to participate in more home-related activities. (Author/SK) EJ506089

Moroz, P. A., & Nash, J. B. (1997). Assessing and Improving the Factorial Structures of the Computer Self-Efficacy Scale., 17pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). The Computer Self-Efficacy Scale (CSE) developed by C. A. Murphy, D. Coover, and S. V. Owen (1989) is an instrument purported to assess computer-related competencies. Previous research into the factor structure of the CSE has yielded conflicting results. In this study, the scale was used to collect data from 216 graduate education students. A principal factor analysis with orthogonal rotation generated a four-factor solution with high alpha reliabilities. Additional analysis supported the convergent and discriminant validity of the scale with measures of computer confidence and computer anxiety. Results suggest that the scale also differentiates between users with high and low amounts of computer use experience. Results support previous research that indicates that the amount of experience people have with computers has an effect on their perceptions of self- efficacy for computer-related tasks. (Contains 3 tables and 31 references.) (Author/SLD) ED408320

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