Self-Efficacy (N-R)

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Navarre, M. J. (1999). An investigation of motivational climate on the perceptions of self and collective efficacy. Micro 4

Newcomer, R. R. (1997). An identification of the influence of various factors on athletes' cognitive-appraisal of injury. Micro 4

Newhagen, J. E. (1994). Media Use and Political Efficacy: The Suburbanization of Race and Class., Special issue topic: "Information Resources and Democracy." Guest editor: Leah A. Lievrouw. Discusses race and class in American politics, political empowerment, and self- efficacy and exposure to mass media. Results of a telephone survey conducted in Prince Georges County (Maryland) that examined media use, political self- efficacy, and system efficacy across race and social class are described. (Contains 37 references.) (LRW) EJ488233

Newhagen, J. E. (1994). Self-Efficacy, Media Use as Predictors of Current-Events Knowledge., Journalism Educator, 49, 3, 27-32 Fall 1994. Finds that current-affairs knowledge among journalism students was correlated to newspaper use but that, when student self-efficacy was taken into account, newspaper use no longer served as a robust predictor of current-affairs knowledge. (SR) EJ494468

Newman, F.M., Rutter, R.A. & Smith, M.S. (1989). Organizational factors that affect school sense of efficacy, community and expectations. Sociology of Education, 62, 221-238.

Newman, J. E. (1996). Wisdom for earthlings: how to make better choices and take action in your life and in your work. New York: Amacom. Bf611.n49 1996

Newman, J. E., & NetLibrary Inc. (1996). Wisdom for earthlings how to make better choices and take action in your life and in your work. New York: Amacom. BF611.N49 1996eb Alliance from Bill Garrison loaded January 2002 (preliminary)

Nicaise, M., & Gettinger, M. (1995). Fostering Reading Comprehension in College Students., Reading Psychology, 16, 3, 283-337 Jul-Sep 1995. Describes a five-week intervention to improve reading comprehension of four college students, focusing on expert reading strategies, metacognitive awareness, and enhancing self-efficacy. Finds that all participants improved on the targeted reading strategies, made significant gains in reading comprehension, and reported high satisfaction with the program and higher academic/reading self-efficacy. (SR) EJ517713

Nichols, J. D., & Miller, R. B. (1994). Cooperative Learning and Student Motivation., Version of a paper presented at the Annual Meeting of the American Educational Research Assn. (Atlanta, GA, April 12-16, 1993). Effects of cooperative group learning on students' motivation and achievement were studied for 62 high school students assigned to cooperative learning or traditional lecture groups. Greater gains were made in achievement, efficacy, valuing of algebra, and learning goal orientation for the cooperative-learning group. (SLD) EJ485749

Nichols, J. D., & Steffy, B. E. (1997). An Evaluation of Success in an Alternative Learning Program: Motivational Impact vs. Completion Rate., 23pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). This paper presents findings of a study that examined an alternative learning program in a large urban school district in the midwestern United States. The goal of the project was to determine if the specific alternative learning program could have a positive effect on student motivation, goal orientation, self- efficacy, and self-esteem. Research was based upon existing research in motivational theory. Data were gathered through a pre- and post-test questionnaire of 32 students who successfully completed the program and returned to their home schools. The results offer guarded support for the alternative educational program. Student motivation and self-esteem appear to be positive outcomes of the program; however, the positive outcomes were significant only for students who successfully completed the program. Although the program staff reported a success rate of 87 percent, a more accurate success rate may be closer to 39 percent. Three tables are included. (Contains 40 references.) (LMI) ED410646

Nickols, S. Y., & And, O. (1996). Contributions of College Experiences to African American and White Graduates' Careers., Journal of Family and Consumer Sciences, 88, 4, 25-30,40 Win 1996. A survey of housing/consumer economics and social work alumni received responses from 38 African American and 50 white graduates. Likely sources of financial support for whites were parents, and for African Americans, grants. African Americans had significantly higher social support from churches, whites from sororities/fraternities. There were no differences in perceived levels of career success and self-efficacy. (SK) EJ537116

Norwich, B. (1994). Predicting Girls' Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors., Educational Psychology: An International Journal of Experimental Educational Psychology, 14, 3, 291-306 1994. Reports on a study of 70 secondary female students in mathematics classes over a period of 7 weeks. Finds that self-efficacy was the best predictor of learning intentions. Recommends further research on the relationships between perceived learning environment, self-efficacy, and learning intentions. (CFR) EJ510844

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O'Brien, K. M. (1996). The Influence of Psychological Separation and Parental Attachment on the Career Development of Adolescent Women., Journal of Vocational Behavior, 48, 3, 257-74 Jun 1996. Responses from 282 (59.7%) adolescent females indicated that those who were attached to their mothers selected careers consistent with their abilities and felt highly efficacious about their career choice. (SK) EJ524072

O'Brien, K. M., & And, O. (1997). The Career Counseling Self-Efficacy Scale: Instrument Development and Training Applications., Journal of Counseling Psychology, 44, 1, 20-31 Jan 1997. Reports on four studies that addressed the development of a career counseling scale. Results show that the instrument had moderate to high internal consistency across the studies and exhibited strong test-retest reliability over a two-week period. Construct validity was also supported. Uses of this test for training are discussed. (RJM) EJ544080

O'Brien, K. M., & Heppner, M. J. (1996). Applying Social Cognitive Career Theory to Training Career Counselors., Career Development Quarterly, 44, 4, 367-77 Jun 1996. Applies the social cognitive career theory to training career counselors. Proposes extending the theory to understand and influence trainees' interest, engagement, and performance in career counseling. Suggestions are made for future research and for training students to be interested, involved, and skilled in providing career counseling. (FC) EJ529067

O'Connor, R., & Korr, W. S. (1996). A Model for School Social Work Facilitation of Teacher Self-Efficacy and Empowerment., Social Work in Education, 18, 1, 45-51 Jan 1996. Presents a model for enhancement of teacher empowerment and self-efficacy in which the school social worker facilitates a teacher peer-coaching program. Tested in a preliminary study in two urban schools, the model led to teachers more often seeking and giving advice and to the identification of systematic (versus child-centered) problems. (Author) EJ522675

Okolo, C. M., & And, O. (1995). Increasing Achievement Motivation of Elementary School Students with Mild Disabilities., Intervention in School and Clinic, 30, 5, 279-86,312 May 1995. Recommendations are offered for enhancing the achievement motivation of elementary students with mild disabilities. Recommendations address five areas: learner control, rewards, student interest, classroom structure, and self- efficacy and attributions. A process for implementing these recommendations in the classroom is also provided. (JDD) EJ503136

Oliver, K. M. (1996). Realizing the Potential of Scaffolded Instruction in Situated Learning Environments: Lessons from a Formative Evaluation., 19p. One higher education institution initiated a context based, situated learning environment to guide an introductory freshman engineering course that was designed to overcome many problems in traditional engineering education. Instructors used situated environment to facilitate: student acquisition of intellectual curiosity, appropriate framing and resolving of ill-defined problems, and effective communication skills. Students developed solutions to ill- defined problems in astronautical, civil, electrical, and mechanical engineering. The course promoted positive student change, but formative evaluation (faculty interviews, questionnaires, and observations) uncovered problems with scaffolding that detracted from overall course success. These problems included: (1) disregard of its value by some professors at the expense of students lacking prerequisite skills; (2) student confusion regarding inherently vague concepts like reflective judgment and confusing problem-solving tasks; and (3) differing approaches to scaffolding taken by several instructors within the course. Suggestions for solving the problems included: incorporating technology supports into the course; direct instruction on reflective judgment and problem solving strategies rather than repetitive mentioning of catch words; and exposure of instructors to standards of scaffolding as a point of reference upon which to base performance. (Contains 28 references). (SM) ED413310

Orput, D. (1999). The relationship between women's multiple role self-efficacy and career commitment using a stage analysis of career and family development. Bf637.s38

Osipow, S. H., & Temple, R. D. (1996). Development and Use of the Task-Specific Occupational Self-Efficacy Scale., Journal of Career Assessment, 4, 4, 445-56 Fall 1996. Presents a rationale for the development of the Task-Specific Occupational Self- Efficacy Scale and studies that have investigated its psychometric attributes. Describes it as a tool for identifying career areas in which individuals see themselves as strong and areas in which self-perception indicates lower self- efficacy beliefs. (SK) EJ531916

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_______. (1997). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (80th, Chicago, Illinois, July 30-August 2, 1997): Visual Communication., 180pp. Some papers contain photocopied material that may not reproduce well. For other sections of these Proceedings, see CS 509 657-676. The Visual Communication section of the Proceedings contains the following seven papers: "Teaching the Use of Color: A Survey of Visual Communication Division Members" (Lyle D. Olson and Roxanne Lucchesi); "The Development of Self- Efficacy in Young Women in Relation to the Perception of Attention to Sexuality as Power in Advertising Images" (Cecelia Baldwin); "Cameras in Courtrooms: Dimensions of Attitude of State Supreme Court Justices" (F. Dennis Hale); "A Time Out of Mind: When the Chicago Tribune Rescued Trapped Suburban Women" (Alan Fried); "The Flapper in the Art of John Held, Jr.: Modernity, Post-Feminism, and the Meaning of Women's Bodies in 1920s Magazine Cover Illustration" (Carolyn L. Kitch); "Political Endorsements in Daily Newspapers and Photographic Coverage of Candidates in the 1995 Louisiana Gubernatorial Campaign" (John Mark King); and "Learning News through the Mind's Eye: The Impact of Supporting Graphics in Television News" (Stefan A. Jenzowsky; Thomas Knieper; Klaus B. Reginek). Individual papers contain references. (RS) ED415547

Pajares, F. (1992). Teachers¹ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.

Pajares, F. (1994). Inviting Self-Efficacy: The Role of Invitations in the Development of Confidence and Competence in Writing., Journal of Invitational Theory and Practice, 3, 1, 5-11 Win 1994. Researchers agree that academic self-efficacy beliefs are strongly predictive of academic performance. This study investigates four students' perceptions of the evolution of their efficacy beliefs about writing and of the relationship between these beliefs and their writing competence. (JPS) EJ509646

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 533-578.

Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings., Sections of this article were the basis for an invited address and two papers presented at the Annual Meetings of the American Educational Research Association (San Francisco, CA, April 1995 and New York, NY, April 1996). The contribution made by the self-efficacy component of A. Bandura's (1986) social cognitive theory to the study of self-regulation and motivation in academic settings was studied. Findings demonstrate that particularized measures of self-efficacy that correspond to critical tasks surpass global measures in outcome explanation and prediction. (SLD) EJ542078

Pajares, F., & Johnson, M. J. (1994). Confidence and Competence in Writing: The Role of Self-Efficacy, Outcome Expectancy, and Apprehension., Research in the Teaching of English, 28, 3, 313-31 Oct 1994. Investigates the relationships among self-confidence about writing, expected outcomes, writing apprehension, general self-confidence, and writing performance over one semester. Finds that students' beliefs about their own composition skills and the preperformance measure were the only significant predictors. (SR) EJ494582

Pajares, F., & Johnson, M. J. (1996). Self-Efficacy Beliefs and the Writing Performance of Entering High School Students., Psychology in the Schools, 33, 2, 163-75 Apr 1996. Study tested influence of writing self-efficacy, writing apprehension, and writing aptitude on 181 ninth-grade students. Aptitude and self-efficacy had direct effects on performance. Girls and boys did not differ in aptitude or performance, but girls reported lower writing self-efficacy. Native English- speaking Hispanic students had lower aptitude and performance scores, lower self- efficacy, and higher apprehension. (FC) EJ530384

Pajares, F., & Miller, M. D. (1994). Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis., Journal of Educational Psychology, 86, 2, 193-203 Jun 1994. Path analysis was used to test the predictive and mediational roles of self- efficacy beliefs in mathematics problem solving for 350 undergraduates. The predictive role of self-efficacy supports the hypothesized role of self-efficacy in the social cognitive theory of A. Bandura (1986). (SLD) EJ490260

Pajares, F., & Miller, M. D. (1997). Mathematics Self-Efficacy and Mathematical Problem Solving: Implications of Using Different Forms of Assessment., Journal of Experimental Education, 65, 3, 213-28 Spr 1997. The mathematics self-efficacy and problem-solving performance of 327 middle school students were assessed with multiple-choice and open-ended methods. No differences in self-efficacy resulted from the different forms of assessment, although those who took the multiple-choice test had higher scores and better calibration of ability. (SLD) EJ550042

Pajares, F., & Viliante, G. (1997). Influence of Self-Efficacy on Elementary Students' Writing., Journal of Educational Research, 90, 6, 353-60 Jul-Aug 1997. This study tested the influence of writing self-efficacy, writing apprehension, perceived usefulness of writing, and writing aptitude on 218 fifth graders' essay- writing performance. Students' beliefs about their abilities directly influenced apprehension, perceived usefulness, and performance, and partially mediated the effects of gender and writing aptitude on apprehension, perceived utility, and performance. Aptitude predicted writing performance. (SM) EJ551377

Palmer, R. J. (1998). Collaborative Reflection, Dialogue, and Inquiry: Empowering Experienced Teachers To Cultivate Dispositions and Abilities That Transform Practice., 21p. This study examines the role of dialogue and collaborative reflection in guiding teachers' identification of issues and contextual barriers in their practice. It analyzes teachers' social interactions and academic self-efficacy during the dialogic process and evaluates the quality of inquiry that teachers proposed to change their practice. Participants were 21 experienced teachers from 3 international schools who were taking a 2-week course, "Introduction to Research," that taught skills necessary to become consumers of research. The course provided an opportunity for discussion of fundamental questions related to knowledge, knowing, and learning. Dialogue and reflective processes were the pathways into class assignments. A writing task emphasized critical analytic skills. A research task involved interactive processes around issues related to past experiences, subject matter, educational and social goals, teachers' and pupils' personalities, interests and talents, and resources available. The research task had three phases: choosing a topic; creative design and problem solving; and presenting the work to the group for critique. Data for the analysis came from teachers' journals, anecdotal records, interviews, group dialogue, and class products. Results showed that reflection, dialogue, and inquiry facilitated teachers' collaborative efforts toward identifying and resolving common challenges. Teachers reported concerns regarding curriculum design, teaching and learning, community relations, and assessment. Teachers reported negative academic self-efficacy. Females and elementary teachers were more apt to work in teams. About 20 percent of the research plans were rated excellent. (Contains 27 references.) (Author/SM) ED417146

Paniagua, F. A. O. (1994). AIDS-Related Items for Developing an AIDS Questionnaire for Children and Adolescents., Journal of Adolescent Research, 9, 3, 311-39 Jul 1994. To develop a comprehensive and uniform self-report questionnaire, 164 AIDS- related items were identified and placed into five groups: (1) factual knowledge; (2) misconceptions; (3) attitudes; (4) perceived susceptibility; and (5) perceived self-efficacy. These items originated from 18 AIDS studies involving children and adolescents and were evaluated by 7 specialists in the AIDS-related areas under consideration. (SW) EJ493530

Parcel, G. S. O. (1995). Measurement of Self-Efficacy for Diet-Related Behaviors among Elementary School Children., Journal of School Health, 65, 1, 23-27 Jan 1995. Describes the development of the Child Dietary Self-Efficacy Scale (CDSS) to measure self-efficacy for selecting and consuming healthful food. Third and fourth graders completed the CDSS, and results revealed acceptable estimates of internal consistency for the dietary self-efficacy scale. Self-efficacy strongly related to students' usual food choices. (SM) EJ504242

Parkay, F. W., Greenwood, G., Olejnik, S. & Proller, N. (1988). A study of the relationship among teacher efficacy, locus of control, and stress. Journal of Research and Development in Education, 21(4), 13-22.

Parsons, E., & Betz, N. E. (1998). Test-Retest Reliability and Validity Studies of the Skills Confidence Inventory., Journal of Career Assessment, 6, 1, 1-12 Win 1998. One group of 113 college students took the Skills Confidence Inventory twice in three weeks; 218 took it once. Test-retest reliability and content validity were supported by the results. Confirmatory factor analyses suggested the inventory's fit with Holland's six-factor structure. (SK) EJ559200

Patrick, K., & And, O. (1994). A New Tool for Encouraging Activity. Project PACE., Physician and Sportsmedicine, 22, 11, 45-46,48-52 Nov 1994. Describes Project PACE (Physician-based Assessment and Counseling for Exercise), a system of matching physician counseling with patient readiness for physical activity. It targets known, modifiable determinants of physical activity such as self-efficacy, social support, and perceived barriers to action. (SM) EJ500414

Payne, R. S. (1994). The Relationship between Teachers' Beliefs and Sense of Efficacy and Their Significance to Urban LSES Minority Students., Journal of Negro Education, 63, 2, 181-96 Spr 1994. The importance of the teacher to African American and Hispanic American students of lower socioeconomic status (LSES) was studied with 70 urban junior high school teachers and their students. Teacher characteristics, such as self-efficacy, that affect their significance were also studied. Implications for teacher effectiveness are discussed. (SLD) EJ490401

Peterson, S. L., & delMas, R. C. (1998). The Component Structure of Career Decision-Making Self-Efficacy for Underprepared College Students., Journal of Career Development, 24, 3, 209-25 Spr 1998. Scores on the Career Decision-Making Self-Efficacy Scale for 418 underprepared undergraduates were analyzed to determine component structure. Two distinct components for underprepared students were identified: information gathering and decision making, which accounted for 60% of variance among scale items. (SK) EJ557791

Phillips, J. C., & Russell, R. K. (1994). Research Self-Efficacy, the Research Training Environment, and Research Productivity among Graduate Students in Counseling Psychology., Counseling Psychologist, 22, 4, 628-41 Oct 1994. Examined relationship between research self-efficacy, research training environment, and research productivity among 125 graduate students in counseling psychology. Subjects completed measure of self-efficacy in research, Research Training Environment Scale, and demographic questionnaire that included measure of research productivity. Results revealed positive relationship between research self-efficacy and research training environment, and between self-efficacy and productivity. (Author/NB) EJ490560

Pierce-Garnett, D. S., & Colorado State University. Dept. of Natural Resource Recreation and Tourism. (1996). A comparison of self-perception, natural resource career self-efficacy, and outdoor activity participation. S945

Pintrich, P. R., & And, O. (1994). Classroom and Individual Differences in Early Adolescents' Motivation and Self- Regulated Learning., Special Issue: Middle Grades Schooling and Early Adolescent Development, Part 1. Reprints also available from Copyright Clearance Center. Assessed motivational beliefs, cognitive strategy use, and self-regulation in seventh graders. Found that positive motivational beliefs were positively related to higher levels of self-regulated learning. Classroom differences were also related to motivation and self-regulated learning. Self-efficacy, cognitive strategy use, and self-regulation were related to both early individual difference measures as well as classroom experience. (HTH) EJ493536

Place, A. W. (1997). Career Choice of Education: Holland Type, Diversity, and Self-Efficacy., Journal for a Just and Caring Education, 3, 2, 203-14 Apr 1997. Race, gender, and career motivation, their interactions, a self-efficacy measure, and the six Holland codes were examined for relationships with choosing a teaching career. Respondents motivated by either personal satisfaction or former role models were more likely to choose teaching than those motivated by financial reward. Holland's social category correlated well with choosing teaching. (27 references) (MLH) EJ542597

Podell, D. & Soodak, L. (1993). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86, 247-253.

Polansky, A. L. (1999). Video coach modeling, video peer modeling, and live coach modeling for the enhancement of performance and self-efficacy. Micro 4

Preece, L. (1996). A comparison of two methods of teaching volleyball [microform] skill teaching, with game and equipment modifications, and mastery learning. Micro 4

Prieto, L. R., & Altmaier, E. M. (1994). The Relationship of Prior Training and Previous Teaching Experience to Self- Efficacy among Graduate Teaching Assistants., Research in Higher Education, 35, 4, 481-97 Aug 1994. A study of 78 graduate teaching assistants (GTAs) found that those with exposure to prior training and higher amounts of teaching experience demonstrated higher self-efficacy than those with less training and experience. It is suggested that these factors may increase teaching assistant effectiveness and that both formal and on-the-job training of GTAs should be encouraged. (Author/MSE) EJ488140

Pruchno, R. A., & And, O. (1997). Understanding the Well-Being of Care Receivers., Gerontologist, 37, 1, 102-09 Feb 1997. Used data from 129 people over the age of 60 to test a model in which the contributions made by older care receivers predicted subjects' personal control and psychological well-being. Physical health predicted the extent to which elders contributed to the family; elder contributions to the family increased their sense of control. (RJM) EJ548710

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Quarterman, J., & And, O. (1996). African American Students' Perceptions of the Values of Basic Physical Education Activity Programs at Historically Black Colleges and Universities., Journal of Teaching in Physical Education, 15, 2, 188-204 Jan 1996. African American students (n=502) at 2 historically black colleges rated keeping in good health and physical condition the most important value of the physical education program. Physical self-efficacy was extremely significant. Findings were consistent with earlier findings from predominantly white colleges. (SM) EJ523858

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Rafferty, C. (1993). Professional Self-Efficacy: Preparing Teachers for Professional Development Schools. "Professional Development Schools.", Theme issue. In addition to traditional competencies required of teachers, working in professional development schools calls for six additional attributes for professional self-efficacy: reflective/reflexive, flexible/adaptive, desiderative, collaborative, conational (will to act), and communicative. (IAH) EJ485708

Rak, C. F., & Patterson, L. E. (1996). Promoting Resilience in At-Risk Children., Journal of Counseling & Development, 74, 4, 368-73 Mar-Apr 1996. Longitudinal studies from Hawaii, the continental United States, and Great Britain have identified several personality, familial, and environmental variables that promote resiliency in youths at risk. This article discusses these variables and provides counselors with an assessment technique and strategies to promote a salutogenesis perspective. (Author/FC) EJ533839

Ramey-Gassert, L., & And, O. (1996). A Qualitative Study of Factors Influencing Science Teaching Self-Efficacy of Elementary Level Teachers., Science Education, 80, 3, 283-315 Jun 1996. Examines factors that influence personal science teaching efficacy and science teaching outcome expectancy in elementary teachers. Data collection methods included questionnaires and interviews. Results indicate that preservice and inservice experiences, such as success in high-quality science courses and workshops, access to resources and time, and supportive colleagues and administrators, influence personal science teaching efficacy. Contains 51 references. (JRH) EJ523673

Randhawa, B. S. (1994). Theory, Research, and Assessment of Mathematical Problem Solving., Theme issue on cognition and assessment. Examined differences in cognitive and metacognitive processes of 40 high- and low- mathematics-ability students in grade 12 as they solved 5 everyday mathematics problems. Competence in problem solving was characterized by a rich knowledge base, metacognitive strategies, and confidence. Boys and girls exhibited different cognitive structures for processing mathematical problems. (KS) EJ488568

Rastall, P. W., & Colorado State University. School of Education. (1998). A phenomenological exploration of two high ropes course elements. Lb1027.23

Raudenbush, S., Rowen, B., Cheong, Y. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65, 150-167.

Reekie, F. A. (1995). Strategic Action Plans with Clients Who Have Learning Disabilities., Special theme issue: "Action Planning.". The deficits that create educational difficulties for individuals with learning disabilities also complicate their work lives. Employment counselors can build success in action plan creation and implementation by addressing each of the sources of self-efficacy expectation: previous performance, vicarious experience, emotional arousal, and verbal persuasion. Strategy feedback checklist included as appendix. (Author/JBJ) EJ519449

Reilly, P. M., & And, O. (1995). Self-Efficacy and Illicit Opioid Use in a 180-Day Methadone Detoxification Treatment., Journal of Consulting and Clinical Psychology, 63, 1, 158-62 Feb 1995. Studied self-efficacy and treatment outcomes in a sample of opioid addicts. Results show self-efficacy influenced subsequent drug use in parallel with previous behavior. Suggests that psychological constructs like self-efficacy may hold promise for understanding and decreasing illicit opioid use during long-term methadone detoxification treatment. (RJM) EJ504603

Renzulli, J. S., & Reis, S. M. (1994). Research Related to the Schoolwide Enrichment Triad Model., Gifted Child Quarterly, 38, 1, 7-20 Win 1994. This article reviews research on the Schoolwide Enrichment Triad Model, which combines the previously developed Enrichment Triad and Revolving Door Identification Models of gifted education. Research reviewed addresses: model effectiveness, creative productivity, personal and social development, underserved populations, self-efficacy, curricular framework, learning styles, and longitudinal studies. (DB) EJ481553

Rice, K. G., & Cummins, P. N. (1996). Late Adolescent and Parent Perceptions of Attachment: An Exploratory Study of Personal and Social Well-Being., Journal of Counseling & Development, 75, 1, 50-57 Sep-Oct 1996. Examines the correspondence between late adolescent children and their parents when assessing aspects of parental bonds with children. A sample of older undergraduate students and parents completed retrospective accounts of their relationships. Student perceptions of attachment accounted for significant unique variation in self-esteem but not in social self-efficacy. (LSR) EJ546973

Riggs, I. (1995). The characteristics of high and low efficacy elementary teachers. Paper presented at the annual meeting of the National Association of Research in Science Teaching, San Francisco, CA.

Riggs, I., & Enochs, L. (1990). Toward the development of an elementary teacher¹s science teaching efficacy belief instrument. Science Education, 74, 625-638.

Riggs, I., Diaz, E. Riggs, M. et al. (1994). Impacting elementary teachers¹ beliefs and performance through teacher enhancement for science instruction in diverse settings. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Anaheim, CA.

Risemberg, R. (1996). Reading to Write: Self-Regulated Learning Strategies When Writing Essays from Sources., Reading Research and Instruction, 35, 4, 365-83 Sum 1996. Assesses the influence of two self-regulated learning strategies (organizing/transforming and task-information seeking) and two other variables (reading ability and self-efficacy for writing) on undergraduate students' compare/contrast essays. Finds that essay quality was correlated with each of the variables, but only reading ability and task-information seeking contributed uniquely to writing quality. (RS) EJ532149

Rissel, C., & And, O. (1996). Empowerment, Alcohol, 8th Grade Students and Health Promotion., Journal of Alcohol and Drug Education, 41, 2, 105-19 Win 1996. Tested the psychometric properties of an instrument used to assess adolescents' empowerment concerning alcohol. Empowerment was significantly and inversely associated with alcohol use after controlling for peer influence and self- efficacy. Suggests that psychological empowerment is theoretically meaningful and is significantly associated with adolescent alcohol use. (RJM) EJ540506

Roeser, R. W., & Midgley, C. (1997). Teachers' Views of Issues Involving Students' Mental Health., Elementary School Journal, 98, 2, 115-33 Nov 1997. Examined elementary teachers' views regarding students' mental health needs. Found that almost all believed that addressing these needs was part of their role but also felt somewhat burdened by this responsibility. Sense of efficacy and reported use of task-focused instruction were negatively associated with feelings of burden. Teachers were good informants regarding which students would benefit from mental health services. (Author/KB) EJ554405

Romano, J. L. (1996). School Personnel Prevention Training: A Measure of Self-Efficacy., Journal of Educational Research, 90, 1, 57-63 Sep-Oct 1996. This study investigated self-efficacy as an outcome evaluation variable for a school personnel prevention training, "Enhancing Student Well-Being." A self- efficacy measure showed significant differences between trained educators and a comparison group. At followup, trained educators retained much of their self- efficacy gains. (SM) EJ538473

Romi, S., & Teichman, M. (1995). Participant and Symbolic Modelling Training Programmes: Changes in Self-Efficacy of Youth Counselors., British Journal of Guidance and Counselling, 23, 1, 83-94 1995. Discusses a training program for youth counselors aimed to improve counselors' self-efficacy and ability to cope with stressful situations. Two versions of the program were evaluated: one based on participant modeling, the other on symbolic modeling. Self-efficacy of subjects on the participant modeling increased compared to that of the subjects on the symbolic modeling. Both methods positively affected self-efficacy. (KW) EJ525719

Romi, S., & Teichman, M. (1996). Participant and Symbolic Modeling and the Self-Efficacy of Israeli "Street Corner" Youth Counselors., Journal of Offender Rehabilitation, 24, 1-2, 155-69 1996. Examines the development and implementation of two training programs for youth advancement counselors that aim to improve counselors' self-efficacy and stress- coping abilities. Findings show that both versions positively affected self- efficacy, with self-efficacy of the subject group being significantly increased when compared to control groups. (RJM) EJ547038

Rose, J. S., & Medway, F. J., (1981). Measurement of teachers¹ beliefs in their control over student outcome. Journal of Educational Research, 74, 185-190.

Ross, J. A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.

Ross, J. A. (1994). The Impact of an Inservice to Promote Cooperative Learning on the Stability of Teacher Efficacy., Teaching and Teacher Education, 10, 4, 381-94 Jul 1994. Reports an effort to stimulate teacher efficacy by providing a teacher inservice to increase knowledge and skill in cooperative-learning techniques. Researchers measured teacher efficacy three times over eight months. Results indicated use of inservice knowledge, not exposure to it, contributed to changes in efficacy; and general, not personal, teaching efficacy, changed. (Author/SM) EJ492106

Ross, J. A. (1995). Strategies for Enhancing Teachers' Beliefs in Their Effectiveness: Research on a School Improvement Hypothesis., Teachers College Record, 97, 2, 227-51 Win 1995. Reviews research on teacher efficacy, concluding that teachers who believe they are effective set more challenging goals for themselves and their students, take responsibility for student outcomes, and persist when faced with obstacles to learning. The article suggests that efforts to improve schools should include attention to teacher efficacy. (SM) EJ523876

Ross, J. A. O. (1997). Teaching Students How To Evaluate Their Work in Cooperative Learning: Results of a Collaborative Action Research In-Service., 36pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Funding also received from the Durham Board of Education. Three approaches to in-service development for teachers (action research, skills development, and materials dissemination) were compared using a multimethod evaluation design with innovation-specific and general outcome measures for students and teachers. Thirty-three teachers and their students participated in a project to teach students how to evaluate their work. There were no treatment differences on a self-reported use of evaluation procedures, personal teaching efficacy, or in general student outcomes (goal orientations, attributions for success and failure, and self-efficacy). There were two small but statistically significant differences favoring action research: (1) teachers in the action research condition scored higher on outcome expectancy because they had greater access to teachers who had successfully used student self-evaluation to increase student achievement and motivation; and (2) students in the action research condition scored higher on attitudes toward evaluation because their teachers had a better understanding of how to share control of evaluation, a core teacher function. The modest differences were attributable to the short duration of the treatments and to the neglect of student cognitions about self-evaluation. (Contains 9 tables and 72 references.) (Author/SLD) ED409353

Ross, J. A., & And, O. (1996). Within-Teacher Predictors of Teacher Efficacy., Teaching and Teacher Education, 12, 4, 385-400 1996. Experienced secondary teachers completed a survey probing their feelings of personal efficacy toward teaching different classes. Teachers' performance expectancies varied among teaching assignments. Within-teacher factors accounted for 21 percent of the variance in teacher efficacy (TE). The influence of within- teacher factors on TE was moderated by between-teacher variables. (Author/SM) EJ533433

Ross, J. A., Cousins, J. B., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12, 385-400.

Ross, J. A., McKeiver, S., & Hogaboam-Gray, A. (1997). Fluctuations in Teacher Efficacy During Implementation of Destreaming., Canadian Journal of Education, 22, 3, 283-96 Sum 1997. Four grade-9 mathematics teachers in Canada were studied over one year as they implemented destreaming (detracking), which was an externally induced reform in their school system. Implementation of the destreaming had an immediate negative effect on teacher expectations of their own efficacy, but their beliefs rebounded over the year. (SLD) EJ553104

Rotherram-Borus, M. J., & And, O. (1995). Determinants of Safer Sex Patterns among Gay/Bisexual Male Adolescents., Journal of Adolescence, 18, 1, 3-15 Feb 1995. Examined cognitive-behavioral (health-belief, social cognitive, peer support), risk-taking, and stress/coping models as predictors of safer sex practices among 136 gay/bisexual males, ages 14-19. Components of the health-belief, self- efficacy theories, and emotional distress models corresponded with safer sex practices; peer support was not influential. (RJM) EJ500870

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1-28.

Rounds, K. A., & And, O. (1995). Evaluation of Telephone Support Groups for Persons with HIV Disease., Research on Social Work Practice, 5, 4, 442-59 Oct 1995. Describes the development and testing of a telephone support group project for persons with HIV. Examined five outcomes: self-efficacy, social isolation, social support, coping with HIV, and evaluation of the group experience. Found significant positive changes only in some aspects of self-efficacy and in social isolation. Participants rated the group experience as beneficial and were very satisfied with their participation. (KW) EJ521150

Roycroft, P. (1994). Back to Basics: Adventure Revisited., Journal of Adventure Education and Outdoor Leadership, 11, 3, 23-24 Fall 1994. Contrasts the spontaneity and magic of remembered childhood adventures with artificial irrelevant professionalized adventure activities that result in the disempowerment of young people. Calls for a different style of outdoor leadership focused on coaching and facilitating young people as they apply their own strategies to high-risk areas of their lives and find their way into adulthood. (SV) EJ502049

Rubba, P. A., Ed., & And, O. (1997). Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Cincinnati, OH, January 9-12, 1997)., 939pp. For the 1996 proceedings, see ED 398 060. This proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science (AETS) includes a copy of the conference program and 43 papers and presentation summaries from the meeting, placed in order by conference session. Among the topics of the papers include are: reading- to-learn and writing-to-learn science activities, views and actions taken on global atmospheric change issues, disciplinary knowledge of science teachers, student teachers and curriculum reform, elementary education majors in an alternative content biology course, translating reform efforts to classroom practices, values and dissection, preservice science teachers self-efficacy, professional development for secondary science teachers, infusion of Native American culture, policy issues in Florida science teachers, constructivist learning environments, teacher preparation, nature of science, children's literature, video case studies in pre-service science teacher education, teacher research experience, the National Space Grant College and Fellowship, informal learning assay, collaboration in the classroom, cultural barriers for Hispanics and American Indians, women in science, elementary teachers' conceptions of science pedagogy, the Urban Systemic Initiative, gender differences in student attitudes, textbook analyses, science education partnerships in undergraduate science instruction, conceptual change, teacher education, visual learning logs, constructivist teaching practices, fifth-grade students perceptions about scientists, science education for students with disabilities, domestic violence, professional development, teaching teachers to teach through Technology and Invention in Elementary Schools (TIES), mentoring, alternative assessment, performance assessment, reform projects, and nature of scientific knowledge. (JRH) ED405220

Rule, D. L., & Griesemer, B. A. (1996). Relationships between Harter's Scale of Intrinsic versus Extrinsic Orientation and Bandura's Scale of Self-Efficacy for Self-Regulated Learning., 22pp. Paper presented at the Annual Meeting of the Eastern Educational Research Association (Cambridge, MD, February 1996). A recent unpublished study by B. Griesemer (1995) studied the relationship between motivation and self-efficacy for learning among 146 sixth graders. Griesemer used two instruments in that study: one to measure intrinsic versus extrinsic motivation composed of three subscales from the Scale of Intrinsic versus Extrinsic Orientation in the Classroom by S. Harter (1980) and the other a subscale measuring self-efficacy for self-regulated learning developed, but not published, by A. Bandura. Results of Griesemer's original study were inconclusive, and she hypothesized that the two instruments may have been measuring aspects of the same construct. The present study is a followup examination of data from the original study. Reliability and factorial validity were studied for both instruments, and subscale intercorrelations were determined. Results support the idea that the scales do measure aspects of the same underlying constructs. Both instruments may be assessing the connection between classroom self-efficacy and learning self-regulation from different perspectives. An appendix presents the unpublished instrument developed by Bandura. (Contains seven tables and seven references.) (SLD) ED409355

Russon, A. E., & And, O. (1994). Making Computer Instruction Accessible: Familiar Analogies for Female Novices., Computers in Human Behavior, 10, 2, 175-87 Sum 1994. Describes a study that investigated how to teach computer skills to undergraduate female novice users through the design of an instructional manual that facilitated learning computer skills and increased computer self-efficacy by using familiar analogies. Treatment of the experimental and control groups is explained, and measurement techniques are described. (Contains 78 references.) (LRW) EJ483701

Ryan, N. E., & And, O. (1996). Family Dysfunction, Parental Attachment, and Career Search Self-Efficacy among Community College Students., Journal of Counseling Psychology, 43, 1, 84-89 Jan 1996. Examines the relationship between family dysfunction, parental attachment, and career search self-efficacy using a sample of 220 community college students. Attachment to mother and father, and degree of family dysfunction combined to account for 14% of the variance in career search self-efficacy. Data were analyzed separately for men and women, yielding results consistent with the literature. (KW) EJ530412

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