Folder: Efficacy

Self-Efficacy (S-Z)

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_____. (1995). Self-efficacy, adaptation, and adjustment: theory, research, and application. New York: Plenum Press. Rc455.4.s87s45 1995

Sesow, J. C. (1997). Self-efficacy of YMCA program directors. Micro 4

Shell, D. F., & others (1995). Self-Efficacy, Attribution, and Outcome Expectancy Mechanisms in Reading and Writing Achievement: Grade-Level and Achievement-Level Differences., Journal of Educational Psychology, 87, 3, 386-98 Sep 1995. Grade-level and achievement-level differences were studied in control-related beliefs and relations between students' beliefs and their reading and writing achievement for 364 students in grades 4, 7, and 10. Results suggest that beliefs characteristic of particular achievement levels are not simply reflections of age or grade level. (SLD) EJ517162

Sherkat, D. E., & Blocker, T. J. (1994). The Political Development of Sixties' Activists: Identifying the Influence of Class, Gender, and Socialization of Protest Participation., Social Forces, 72, 3, 821-42 Mar 1994. Longitudinal data on over 1,300 youths, 1965-73, indicate that their participation in the protests of that era was positively related to college attendance, academic achievement in high school, self-efficacy, parents' income and education, and parents' political participation, and to being male, black, urban, non-Southern, and not a fundamentalist Christian. Contains 64 references. (SV) EJ484097

Shetler, J. (1997). Adventure recreation and adolescent perceived self-efficacy. Bf637.s38

Shim, D. J. (1998). Self-defense training, physical self-efficacy, body image, and avoidant behavior in women. PhD 1998 sh

Shin, M. (1998). Promoting Students' Self-Regulation Ability: Guidelines for Instructional Design., Educational Technology, 38, 1, 38-44 Jan-Feb 1998. Defines the components of self-regulation abilitylearners' ability to participate actively in their learning: as strategic knowledge, self-efficacy, ownership, mastery orientation, and self-reflection. Presents guidelines for promoting self-regulation ability through instructional design that incorporates these components. (AEF) EJ559834

Short, L. M., & others (1997). Evaluation of the Module on Domestic Violence at the UCLA School of Medicine., Theme issue: "Educating the Nation's Physicians about Family Violence and Abuse". Evaluation of a Domestic Violence Module taught in the University of California, Los Angeles medical school found it to be innovative, well planned, and well received by both students and faculty. Areas identified for improvement included opportunities for students to practice skills and receive feedback, consistency in content across classes, and tutor preparation. Participating students expressed increased self-efficacy. (Author/MSE) EJ539486

Silverman, S. C. (1998). The effect of exercise on mood and self-efficacy in emotionally disturbed adolescents. EdD 1998 si

Simensky, S. G. (1991). The effects of an evaluative audience upon college males' self-efficacy, perceived ability, anxiety, and learning of a novel motor task. Micro 4

Singh, N. N., & others (1995). Psychometric Analysis of the Family Empowerment Scale., Journal of Emotional and Behavioral Disorders, 3, 2, 85-91 Apr 1995. This study investigated the psychometric characteristics of the Family Empowerment Scale (FES) with 228 families having children with severe emotional disturbance or attention deficit/hyperactivity disorder. Factor analyses provided a four-factor solution (systems advocacy, knowledge, competence, and self- efficacy) and supported the use of the scale with this population. (DB) EJ503123

Siu, S.-F. (1996). Asian American Students At Risk: A Literature Review. Report No. 8., 95p. This literature review assesses the state-of-the-art in research on Asian American students in public schools who are at risk of academic failure. Risk factors examined are language background, ability, history of schooling, timing and reasons for coming to the United States, emotional trauma and vulnerability, ethnic group affiliation, identity, motivation, and sense of self-efficacy. Interventions are examined that are designed exclusively for Asian American students or include Asian American participants. The review does not focus on high-achieving students and generally does not deal with Japanese American and Asian Indian students, who are not, as a group, at risk of school failure. The review consists of seven sections: (1) "Introduction"; (2) "Background Information on Asian Americans"; (3) "Asian American Students in the Public Schools"; (4) "Factors that Place Asian American Students at Risk"; (5) "Intervention"; (6) "An Assessment of the Literature"; and (7) "Conclusion." (Contains 264 references.) (SLD) ED404406

Slack, M. K., & Murphy, J. E. (1995). Faculty Influence and Other Factors Associated with Student Membership in Professional Organizations., American Journal of Pharmaceutical Education, 59, 2, 125-30 Sum 1995. A survey of 416 pharmacy students at 9 colleges investigated student needs for and attitudes toward professional organizations, confidence in ability to perform organizational tasks, and participation in professional organizations. Results suggest a variety of factors (attitude, need, faculty and peer influence, gender, and school) were related to participation. Self-efficacy was the most important variable in participation. (Author/MSE) EJ512022

Slaney, R. B., & Ashby, J. S. (1996). Perfectionists: Study of a Criterion Group., Journal of Counseling & Development, 74, 4, 393-98 Mar-Apr 1996. Examines perfectionism by locating and interviewing a sample of participants who either considered themselves to be perfectionists or were considered to be perfectionists by others who know them well. Results are presented and discussed along with suggestions for further research and the implications for counseling. (FC) EJ533843

Slemon, J. C., & Shafrir, U. (1997). Academic Self-Efficacy of Post-Secondary Students with and without Learning Disabilities., 18pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-27, 1997). Predicted and actual scores on subtests of the Wechsler Adult Intelligence Scale- Revised (WAIS-R) and the Wide Range Achievement Test-Revised (WRAT-R) were obtained from 40 normally achieving postsecondary students (NA) and 92 adult students with learning disabilities (LD). LD students had major deficits in reading-related areas. It was hypothesized that, in their perceived deficit areas, students with LD would have different response patterns than NA students; that is, they would tend to have accurate estimates or underestimates of their responses, while NA students would tend to overestimate their performance on various tasks, as predicted by the work of A. Bandura (1989). It was also predicted that in their nonperceived deficit areas, students with LD would tend to have response patterns similar to those of NA students. Repeated measures analysis of variance found significant three-way interactions by group for predicted/actual scores by subtests for the WRAT-R and the WAIS-R. In the Reading subtest of the WRAT-R and in three of the WAIS-R verbal subtests, the first hypothesis was supported unambiguously. Students with LD had accurate predictions, while NA students overestimated significantly. In the Performance section of the WAIS-R, the second hypothesis was also supported. Differences between predicted and actual scores were similar for both groups. Implications for research and practice are discussed. (Contains 2 figures, 3 tables, and 19 references.) (Author/SLD) ED413335

Smith, J. M. (1994). The Effects of Education on Computer Self-Efficacy., Journal of Industrial Teacher Education, 31, 3, 51-65 Spr 1994. In an introductory computer course taught by a woman, 46 students received standard instruction, 46 received additional verbally persuasive lectures; the control group numbered 56. Classroom instruction and hands-on practice increased task and general self-efficacy regarding computers. Verbal persuasion effects were inconclusive; the intervention was effective only for female students. (SK) EJ484464

Smith, J. P., III. (1996). Efficacy and Teaching Mathematics by Telling: A Challenge for Reform., Journal for Research in Mathematics Education, 27, 4, 387-402 Jul 1996. Analyzes the tension between the traditional foundation of efficacy in teaching mathematics and current reform efforts in mathematics education. Presents suggestions for research to chart the development of, and change in, mathematics teachers' sense of efficacy. Contains 56 references. (Author/MKR) EJ526554

Smits, C. H. M. O. (1995). Well-Being and Control in Older Persons: The Prediction of Well-Being from Control Measures., International Journal of Aging & Human Development, 40, 3, 237-51 1995. Studied interrelation of six facets of control and their ability to predict older persons' well-being. Found modest correlations between control measures. Neuroticism and sense of coherence predicted negative affect. Established tendencies of independent association of mastery with global well-being and of social inadequacy with positive affect. (RJM) EJ511342

Snyder, C. R. (1997). Unique Invulnerability: A Classroom Demonstration in Estimating Personal Morality., Teaching of Psychology, 24, 3, 197-99 1997. Describes a class experiment illustrating students' illusions about their own mortality (often referred to as "unique invulnerability"). The students received information, culled from actuarial tables, concerning age and mortality rates. The students consistently overestimated their own age of death even when told they would do so. (MJP) EJ551327

Sobral, D. T. (1997). Improving Learning Skills: A Self-Help Group Approach., Higher Education, 33, 1, 39-50 Jan 1997. A self-help approach used to enhance medical students' self-directed learning (SDL) skills in an elective course resulted in increased student feelings of self- efficacy, and the self-ratings had significant relationships to measures of deep approach to study. Academic achievement was higher for this group than for controls. Some conditions constraining effectiveness of the approach are considered. (MSE) EJ541307

Solberg, V. S., & And, O. (1994). Career Search Self-Efficacy: Ripe for Applications and Intervention Programming., Journal of Career Development, 21, 1, 63-72 Fall 1994. Four sources of self-efficacy than can be useful in career counseling are enactive attainments, vicarious experiences, verbal persuasion, and physiological arousal. Self-efficacy interventions may benefit women, minorities, and disadvantaged individuals. The Career Search Self-Efficacy Scale is a useful instrument for such interventions. (SK) EJ487465

Solberg, V. S., & And, O. (1995). Career Decision-Making and Career Search Activities: Relative Effects of Career Search Self-Efficacy and Human Agency., Journal of Counseling Psychology, 42, 4, 448-55 Oct 1995. College students (n=426) were assessed to see whether career search efficacy was able to mediate the relationship between three human agency indices (assertiveness, instrumentality, and interpersonal facility) and three career indices (vocational identity, career decision needs, and career activities performed). The mediator hypothesis was supported for all three career indices, but for none of the human agency indices. (JPS) EJ519478

Solberg, V. S., & Villarreal, P. (1997). Examination of Self-Efficacy, Social Support, and Stress As Predictors of Psychological and Physical Distress among Hispanic College Students., Hispanic Journal of Behavioral Sciences, 19, 2, 182-201 May 1997. A survey of 164 Hispanic (primarily Mexican American) college sophomores and juniors found that self-efficacy and social support accounted for 33% of the variance in college adjustment. Perceived social support was negatively related to ratings of physical and psychological distress, and social support moderated the relationship between stress and distress. Contains 66 references. (SV) EJ543464

Soodak, L. C., & Podell, D. M. (1994). Teachers' Thinking about Difficult-to-Teach Students., Journal of Educational Research, 88, 1, 44-51 Sep-Oct 1994. This study investigated teachers' decisions regarding difficult-to-teach students, their causal beliefs, and their sense of efficacy. Teachers read a case study and indicated their feelings and beliefs about the situation. Teachers offered a variety of suggestions, most frequently suggesting non-teacher-based strategies. Those who made teacher-based strategies had greater personal efficacy. (SM) EJ495656

Soodak, L. C., & Podell, D. M. (1996). Teacher Efficacy: Toward the Understanding of a Multi-Faceted Construct., Teaching and Teacher Education, 12, 4, 401-11 1996. To explore dimensions of teacher efficacy, researchers analyzed the responses of 310 teachers to a Teacher Efficacy Scale. Results indicated that teacher efficacy comprises three uncorrelated factors (personal efficacy, outcome efficacy, and teaching efficacy), underscoring the need for continuing exploration of the dimensions of this construct. (Author/SM) EJ533434

Soodak, L. C., & Podell, D. M. (1997). Efficacy and Experience: Perceptions of Efficacy among Preservice and Practicing Teachers., Journal of Research and Development in Education, 30, 4, 214-21 Sum 1997. The personal and teaching efficacy beliefs of preservice and practicing teachers (N=626) were investigated. Significant interaction was found between experience level and school level on personal efficacy. Secondary teachers were more homogeneous in their personal efficacy beliefs and had less teaching efficacy than elementary teachers. (SM) EJ553068

Spaulding, C. L. (1995). Teachers' Psychological Presence on Students' Writing-Task Engagement., Journal of Educational Research, 88, 4, 210-19 Mar-Apr 1995. This study investigated the effects of teachers' psychological presence on writing task engagement in students reporting low and high levels of linguistic self-efficacy. Results found that teachers play important roles in shaping students' task-related engagement, with a complex relationship between teachers' pedagogical beliefs and practices and students' task-related engagement. (SM) EJ509234

Spaulding, C. L. (1995)., Journal of Educational Research, 88, 4, 210-19 Mar-Apr 1995. The effectiveness of teacher training for enhancing feelings of personal teaching efficacy was assessed for control and training-group teachers. Pretesting, posttesting, and followup examined personal and teaching efficacy, teaching satisfaction, and role integration. Results supported the value of training and of addressing teacher effi Time Exceeded Your query exceeded the time limit. EJ509234

Speight, J. D., & And, O. (1995). Medcamp's Effect on Junior High School Students' Medical Career Self-Efficacy., Career Development Quarterly, 43, 2, 285-95 Mar 1995. Medcamp, a problem-based career intervention for high school freshmen, implemented each of the four antecedents for self-efficacy. Three scales measured specific self-efficacy (tasks performed during Medcamp), related efficacy (tasks students would complete by the second year of medical school), and general self- efficacy. Results demonstrated significant increases on all three scales. (JPS) EJ500939

St., L., Janet S., & And, O. (1994). Social Support as a Factor in African-American Adolescents' Sexual Risk Behavior., Journal of Adolescent Research, 9, 3, 292-310 Jul 1994. Examined 295 African-American adolescents' degree of social support, attitudes regarding health beliefs and condoms, AIDS knowledge and risk, self-efficacy, and sexual behavior. Found that adolescents with less social support were less knowledgeable about AIDS, held more negative attitudes toward condoms, and were lower in self-efficacy than adolescents with higher levels of social support. (SW) EJ493529

Stables, A., & Stables, S. (1995). Gender Differences in Students' Approaches to A-Level Subject Choices and Perceptions of A-Level Subjects: A Study of First-Year A-Level Students in a Tertiary College., Educational Research, 37, 1, 39-51 Spr 1995. Advanced-level students aged 16-19 in Britain (n=209) were asked reasons for choosing A-level subjects, their career aspirations, and the advice they sought/received. Despite the fact that girls were overall significantly better qualified than boys, they were relatively lacking in confidence, especially in the sciences, and felt they needed more advice. (SK) EJ500712

Stage, F. K. (1996). Setting the Context: Psychological Theories of Learning., Special theme issue on "The Student Learning Imperative.". Describes various learning theories and illustrates their relevance to student affairs. Suggests that student affairs professionals focus on learning theories in order to describe their mission, design new efforts that complement and support academic programs on campus, and provide contexts that maximize student learning opportunities. (SNR) EJ527226

Stanovich, P. J., & Jordan, A. (1998). Canadian Teachers' and Principals' Beliefs about Inclusive Education as Predictors of Effective Teaching in Heterogeneous Classrooms., Elementary School Journal, 98, 3, 221-38 Jan 1998. Used teacher beliefs and attitudes, principal beliefs and school norms, and teacher efficacy to predict effective teaching in heterogeneous classrooms. Found that the strongest predictors of effective teaching were: (1) the subjective school norm operationalized by the principal's attitudes and beliefs about heterogeneous classroom and report of the school's pathognomonic-interventionist orientation; and (2) teachers' responses on the pathognomonic-interventionist scale. (Author) EJ558636

Stephens, R. S., & And, O. (1995). Self-Efficacy and Marijuana Cessation: A Construct Validity Analysis., Journal of Consulting and Clinical Psychology, 63, 6, 1022-31 Dec 1995. Examines possible relationships between self-efficacy for avoiding marijuana use and theoretically related measures in a sample of 161 men and 51 women who sought marijuana cessation treatments. Predictive validity was stronger for frequency of posttreatment use than for abstinence status. Discusses the need for better assessment of the efficacy construct and potential revisions in efficacy theory of substance use. (Author/KW) EJ521188

Sternberg, R. J. (1996). IQ Counts, but What Really Counts Is Successful Intelligence., NASSP Bulletin, 80, 583, 18-23 Nov 1996. Distinct from academic intelligence, successful intelligence is the acquisition and use of what one must know to succeed in a particular environment. People with high successful intelligence know their own strengths and weaknesses; are goal- oriented, highly motivated, and efficacious; follow through; own and assume responsibility for their own problems; and translate thought into action. (MLH) EJ535650

Stevens, J. W. (1997). African American Female Adolescent Identity Development: A Three-Dimensional Perspective., Child Welfare, 76, 1, 145-72 Jan-Feb 1997. Claims that African American female adolescents have unique identity issues that structure developmental tasks. Uses data from a longitudinal study to explicate a three-dimensional model of the identity developmental process. Describes adolescents' development of skillful, unique, expressionistic, and assertive styles of dealing with perceived hostile environment. Provides practice implications for child welfare. (MOK) EJ538123

Stitt-Gohdes, W. L. (1997). Career Development: Issues of Gender, Race, and Class. Information Series No. 371., 72p. The premise of this paper is that, although career choice implies options, issues of gender, race, and class may constrain the occupational choices an individual makes. Dominant career development theories are being reexamined for their appropriateness to diverse groups. This paper reviews the following theories: Ginzberg, Ginsburg, Axelrad, and Herma's (1951); Holland's Career Typology (1985); Super's Theory of Vocational Choice (1996); Social Cognitive Career Theory; and recent work by Gottfredson (1996) and Bandura (1986). The review shows how vocational choice is influenced by one's self-concept and sextyping of occupations, as well as by environmental factors. Specific issues and barriers are presented: for women, the effect of socialization on self-efficacy; for African Americans, Hispanics, Asian Americans, and Native Americans, the influence of internal and external attitudes and factors, and for low-income groups, the effects of economic circumstances and social attitudes. Career counseling strategies that address issues of gender, race, and class are derived from career development theory. The importance of the role of the classroom teacher, who may be even more influential than the guidance counselor, is stressed. Contains 77 references. (SK) ED413533

Stone, N. R. (1994). Self-Evaluation and Self-Motivation for College Developmental Readers., Research and Teaching in Developmental Education, 10, 2, 53-62 Spr 1994. Describes a study involving a set of 3 interviews conducted with 11 community college developmental reading students at the beginning, end, and 2 months after instruction in reading strategies to determine how the students defined their views of reading and of themselves as readers. Reports improvements in reading skills, self-efficacy, and self-motivation. (Contains 25 citations.) (MAB) EJ501834

Strayer, J. (1996). Trapped in the Mirror: Psychosocial Reflections on Mid-Life and the Queen in Snow White., Human Development, 39, 3, 155-72 May-Jun 1996. Uses the story of "Snow White" to examine issues regarding self and midlife development, especially for women. Considers issues of beauty, image, power, generativity, intimacy, identity, and integration. Suggests that this story illustrates a major midlife task, that of coming to terms with earlier images of oneself in order to develop a more realistic sense of self. (BC) EJ549510

Sugerman, S. T., & Colorado State University. Dept. of Human Development and Family Studies. (1996). Empowering women: an investigation of two interventions. Hq1206

Sutton, J. M., Jr., & Fall, M. (1995). The Relationship of School Climate Factors to Counselor Self-Efficacy., Journal of Counseling & Development, 73, 3, 331-36 Jan-Feb 1995. A survey of school counselors was conducted to measure Bandura's concept of self- efficacy with school climate, counselor roles, and a variety of demographic variables. Results indicate that supportive staff and administrators were the strongest predictors of high counselor efficacy expectancy. Additionally, outcome expectancy for counselor behavior was predicted by both a high degree of support from staff and fewer nonrelated counseling activities performed by school counselors. (JPS) EJ504703

Swanson, J. L. O. (1996). Assessing Perceptions of Career-Related Barriers: The Career Barriers Inventory., Journal of Career Assessment, 4, 2, 219-44 Spr 1996. Describes the development and revision of the Career Barriers Inventory. Explains how the construct of perceived barriers relates to the social cognition model of career development, which states that self-efficacy and expectations play a central role in career choice. (SK) EJ528950

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Saklofske, D., Michaluk, B., & Randhawa, B. (1988). TeachersÕ efficacy and teaching behaviors. Psychological Report, 63, 407-414.

Saks, A. M., & others (1994). Effects of Job Previews on Self-Selection and Job Choice., Journal of Vocational Behavior, 44, 3, 297-316 Jun 1994. Undergraduates (n=138) were placed in two groups: one received either Realistic Job Preview (RJP) or Traditional Job Preview (TJP); other group received both. Differences in job acceptance rates were found only in second, in which 71.4% picked TJP. Job previews affected self-selection, and expectancy theory was supported as model. Subjects with strong self-efficacy were more likely to choose RJP. (SK) EJ484434

Saks, J. B. (1995). Building a Rainbow., American School Board Journal, 182, 7, 18-22 Jul 1995. All students, except those who are fundamentally impaired, can achieve at high levels if teachers build students' confidence through positive expectations and a program that helps them develop intellectually and progress academically step by step. Cites some districts' efforts to put this belief into practice. (MLF) EJ506538

Sand, G. A. (1996). Intercultural Action Learning within a Business Context. International Journal of Educational Reform, 5, 3 p310-17 Jul. Describes an intercultural program adapted to international marketing requirements by GLOBALTEAM, a marketing consultancy. GLOBALTEAM aims to increase sales by introducing corporate managers and workers to merchandising principles and standards. Training stresses goal setting, appropriate change atmosphere, task-force organization, operational decisions, action-learning workshops, team organization, and commitment to goals. (17 references) (MLH) EJ530620

Schaefers, K. G., Epperson, D. L., & Nauta, M. M. (1997). Women's Career Development: Can Theoretically Derived Variables Predict Persistence in Engineering Majors?, Journal of Counseling Psychology, 44, 2, 173-83 Apr 1997. Created a model of persistence by integrating constructs derived from a number of theories relevant to women's career behavior. Results indicate that ability, self- efficacy, support-barriers, and interest congruence each added significantly to the model predicting persistence. Gender and expectancy-valence variables were not significant predictors. (RJM) EJ551761

Schafer, R. B., & others (1996). Self-Concept Disconfirmation, Psychological Distress, and Marital Happiness., Journal of Marriage and the Family, 58, 1, 167-77 Feb 1996. Uses self-verification and self-discrepancy theories to test a model of subjective and objective self-disconfirmation, self-efficacy, depression, and marital happiness. Expands issues of self-validation by evaluating self-efficacy in the relationship between self-disconfirmation and depression, and the effect of self-concept disconfirmation of marital relationships. Perceived and actual disconfirming appraisals from a spouse may affect self-concept and the relationship in which disconfirmation occurs. (KW) EJ529049

Scharmann, L. C., & Hampton, C. M. O. (1995). Cooperative Learning and Preservice Elementary Teacher Science Self-Efficacy., Journal of Science Teacher Education, 6, 3, 125-33 Sum 1995. Conducted a study to examine the influence of grouping, by means of cooperative learning, on elementary preservice teachers' (n=84) science teaching efficacy. Confirms the relative superiority of heterogeneous cooperative learning. Concludes that a well-designed science teaching methods experience can enhance the development of science teaching self-efficacy and outcome expectancy among preservice elementary teachers. (JRH) EJ514090

Scheye, P. A., & Gilroy, F. D. (1994). College Women's Career Self-Efficacy and Educational Environments., Career Development Quarterly, 42, 3, 244-51 Mar 1994. Examined relationship between composition by sex (single-sex versus coeducational) of women's (n=274) high school and college environments and sex of their selected influential teachers and their self-efficacy in traditional or nontraditional careers. Found no main effects for composition by sex of institution, or sex of influential teachers, nor were there any significant two- way interactions. (Author/NB) EJ483026

Schulenberg, J., & others (1996). Adolescent Risk Factors for Binge Drinking during the Transition to Young Adulthood: Variable- and Pattern-Centered Approaches to Change., Special issue: "Development, Transitions, and Adjustments in Adolescence.". Examined the extent to which risk factors for concurrent binge drinking in adolescence can predict changes during transition to young adulthood. Found that being male, possessing low self-efficacy, and drinking primarily "to get drunk" were unconditional risk factors for increased binge drinking over time. Other adolescent risk factors were conditional on initial level of binge drinking. (AA) EJ529860

Schunk, D. H. (1997). Self-Monitoring as a Motivator during Instruction with Elementary School Students., 22pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Self-monitoring refers to deliberate attention to aspects of one's behavior, and is an important component of self-regulated learning, which depends on favorable self-evaluations of one's capabilities and progress toward learning goals. This paper argues that self-regulated learning is enhanced when students self-monitor their learning progress, and that positive self-evaluations sustain learning by sustaining motivation. The paper begins by summarizing social cognitive theoretical ideas on self-regulation, self-efficacy, and achievement goals and then describes a social cognitive model of self-regulated learning. The paper next describes several research projects that explored the role of self- monitoring during cognitive skill acquisition. The studies involved elementary school students learning mathematical skills; in the first study, students self- monitored their completed work, and in the next two studies the focus of self- monitoring was on learning progress and performance capabilities. All three studies supported theory and research on the benefits of self-monitoring in learning. The paper concludes with a discussion of the implications of self- regulation for teaching and learning. Contains 26 references. (EV) ED404035

Schwartz, L., & Gredler, M. (1997). The Effects of Goal-Setting Instruction on Self-Efficacy for Self-Regulated Learning (SESRL) in Undergraduate Classrooms., 9pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). A study investigated the effects of instructional materials for goal-setting on students' goal-analysis skill, goal-setting habits, and self-efficacy for self- regulated learning (SESRL). Subjects were 75 junior and senior college students in a required health science course, randomly assigned to use either one of two sets of self-instructional materials: (1) goal-setting studies or (2) case studies in health science. Both groups were pre- and posttested on SESRL and goal- setting, and posttested on goal analysis skill. Instruction for each group lasted 4 weeks. Posttest results indicated that goal-setting instruction was efficient and effective in teaching basic concepts about the nature and purposes of goals, types of goals, and the qualities of effective goals. The treatment group outperformed the control group on the goal-analysis posttest. Instruction did not affect goal-setting habits significantly; several possible explanations are offered. However, the group receiving goal-setting instruction scored significantly lower than the control group on the SESRL measure, an unanticipated finding, suggesting the need for further research. (Contains 23 references.) (MSE) ED406953

Scott, J. E. (1996). Self-Efficacy: A Key to Literacy Learning., Reading Horizons, 36, 3, 195-213 1996. Argues that, to transform students into lifelong readers, teachers must conceive a plan to motivate students to develop positive attitudes about reading. Cites self-efficacy as particularly pertinent to motivation. Reviews the research on self-efficacy to examine which instructional strategies are most effective in literacy education. (PA) EJ527432

Shanahan, M. J., & others (1997). History and Agency in Men's Lives: Pathways to Achievement in Cohort Perspective., Sociology of Education, 70, 1, 54-67 Jan 1997. Presents a look at individual responsibility and decision making (here defined as planfulness) and how it is affected by external factors of social and economic turmoil. Utilizes data from a longitudinal study of privileged men born between 1904 and 1917 and their educational attainment in subsequent years. (MJP) EJ548262

Sharpley, C. F., & Ridgway, I. R. (1993). An Evaluation of the Effectiveness of Self-Efficacy as a Predictor of Trainees' Counseling Skills Performance., British Journal of Guidance and Counselling, 21, 1, 73-81 Jan 1993. Evaluates self-efficacy as a predictor of counseling skills performance in a graduate counseling class (n=31). Self-efficacy was measured before, midway through, and at the end of a microcounseling skills training program. Although there was a wide distribution of self-efficacy reports, none of the estimates of grade were significantly positively associated with counseling skills. (JPS) EJ521243

Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social and Personality Psychology, 71, 549-570.

Soodak, L.& Podell, D. (1993). Teacher efficacy and student problem as factors in special education referral. Journal of Special Education, 27, 66-81.

Soodak, L.& Podell, D. (1996). Teaching efficacy: Toward the understanding of a multi-faceted construct. Teaching and Teacher Education, 12, 401-412..

Stein, M. K., & Wang, M.C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171-187.

Subotnik, R. F., & And, O. (1997). Procrastination Revisited: The Constructive Use of Delayed Response., 16pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). This study investigated patterns of procrastination in the domains of health, relationships, employment, and creative outlets in 19 former Westinghouse Science Talent Search winners, age 32 years. A model was synthesized from the available literature and an interview schedule of 14 open-ended items was developed to elicit self-assessments of procrastination behavior in the four domains. Analysis of interview responses regarding the work domain showed that 12 of the subjects did not procrastinate with work activities and nine of these were physicians. None of the seven work-related procrastinators had work-related life or death consequences associated with delay. In the social/family life domain, the clearest factor demarcating procrastinators was gender with none of the seven women subjects reporting that they procrastinated significantly in this domain. In the health domain, 13 of the 19 reported procrastination. In the creativity domain, nine of the subjects were employed in environments where creativity was a central component of work. Four of these reported procrastination and five did not. Although it was anticipated that procrastination would have emotional consequences on all procrastinators this was not found. Discussion focused on sources of procrastination, perfectionistic tendencies, and risk taking. (Contains 28 references.) (JLS) ED406901

Swanson, J. L., & Woitke, M. B. (1997). Theory into Practice in Career Assessment for Women: Assessment and Interventions Regarding Perceived Career Barriers., Journal of Career Assessment, 5, 4, 443-62 Fall 1997. Social Cognitive Career Theory suggests that self-efficacy and outcome expectations underlie vocational interests, goals, and actions. Counselors can use this theoretical framework to assess women's perceived career barriers and the effects of personal and contextual factors on vocational choices. (SK) EJ553309

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Taal, M., & de, C., Fernanda Sampaio. (1997). Stimulating Adolescents' Decision-Making., Journal of Adolescence, 20, 2, 223-26 Apr 1997. Investigated the relationship between adolescent decision-making and their sense of control over the future. Ninety-eight students (11-14 years old) participated in a program emphasizing responsibility, plans, choices, and alternatives. Results indicate that increased knowledge of decision-making raises pupils' sense of control over their achievements. (RJM) EJ555177

Talley, R. C. (1996). Excellence, Relevance, and Passion: The Motive Power for Indispensability., 6pp. In: Making Psychologists in Schools Indispensable: Critical Questions and Emerging Perspectives. Greensboro, NC. ERIC Counseling and Student Services Clearinghouse, 1996., 35-39; see CG 027 464. Psychologists learn early that the first place it is necessary to establish consistency of values is within the self. This foundation is a necessary condition to becoming an indispensable psychologist. Three ingredients to professional indispensability in psychology are excellence, relevance, and passion. Combine these with motive power (the drive to act in a manner consistent with internal values and standards) and one forms the indispensable psychologist. For psychologists, excellence may be defined as the possession of knowledge in combination with the well-refined abilities to apply scientifically sound theories and interventions in schools and communities as well as with students, school personnel, and parents. Life-long learning, referral skills, and teaming are all part of excellence. Relevance refers to the degree of fit between what school psychologists do well and what is needed by consumers of services. Indispensable psychologists, who strive to provide relevance and excellence, desire and need the color that passion brings to their life work. Passion is an essential ingredient to great actions, which may take many forms. Motive power is the ability to combine excellence, relevance, and passion into action. Motive power indicates the ability to move, and to act with strength and conviction based on abilities, standards, and values. (JBJ) ED406597

Taylor, D. L., & Tashakkori, A. (1995). Decision Participation and School Climate as Predictors of Job Satisfaction and Teachers' Sense of Efficacy., Version of a paper presented at the Annual Meeting of the Southwest Educational Research Association (San Antonio, TX, January 1994). Using a national database of nearly 10,000 teachers, the dimensionality of teachers' decision participation, school climate, sense of efficacy, and job satisfaction and their relationships were explored. Dimensions of decision participation did not emerge as best predictors of teachers' sense of efficacy or job satisfaction. (SLD) EJ512925

Taylor-Carter, M. A., & And, O. (1997). Planning and Expectations of the Retirement Experience., Educational Gerontology, 23, 3, 273-88 Apr-May 1997. Seminars on financial, estate, and leisure planning for retirement were attended by 34 adults. Measures of formal seminar participation and informal gathering of retirement information over time indicated that leisure planning had a stronger impact on expectations than financial planning. Informal, longer-term planning had a significant impact on self-efficacy. (SK) EJ543907

Telljohann, S. K., & And, O. (1996). Effects of an Inservice Workshop on the Health Teaching Self-Efficacy of Elementary School Teachers., Journal of School Health, 66, 7, 261-65 Sep 1996. This study examined the effectiveness of an inservice elementary health education training. Pretesting and posttesting of teachers who did and did not participate indicated that intervention participants scored significantly higher on efficacy and outcome expectations subscales, taught more hours of health, and put more effort into specific health content areas. (SM) EJ535100

Thiessen, S. H. (1995). The Role of Client Expectancies in Counseling: The Research and Theory of Bandura and Tinsley., 19p. Increasing evidence supports the idea that client expectancies have a large impact on counseling relationships, processes, and outcomes. Research and theories regarding expectancies are examined in this paper. Albert Bandura's theory of self-efficacy is discussed first to provide a background for understanding the significance of efficacy expectations. According to Bandura, self-efficacy expectations affect all situations. It is argued that since self- efficacy beliefs govern people's behaviors, changes in behavior, motivation, and affect, then Bandura's theory can be applied to all aspects of life. How the theory can be applied to psychotherapy is described, and its impact on counseling is discussed. Next, the research of Howard Tinsley, who developed the Expectations About Counseling Scale, is also considered. Some of the various expectancies in counseling are examined and special attention is given to the controversial aspects of the literature, especially Tinsley's emphasis on the manipulation of client expectations to achieve effective counseling. A description of problems with research methodology used to measure expectancies is also covered. (RJM) ED411479

Thompson, N. J., & And, O. (1997). The Relationship of Sexual Abuse and HIV Risk Behaviors among Heterosexual Adult Female STD Patients., Child Abuse & Neglect: The International Journal, 21, 2, 149-56 Feb 1997. This study examined the relationship of childhood sexual abuse to high-risk sexual behavior and between sexual abuse and expectations for condom use. Among 83 female clinic patients with sexually transmitted diseases, those sexually abused in childhood had more sexual partners, more positive hedonic outcome expectations for condom use, and fewer positive partner-related outcome expectations for condom use. (Author/PB) EJ545909

Thurston, L. p. C., Betsy, & Dinkel, J. (1998). Beyond Bells and Whistles: Using Multimedia for Preservice and Inservice Education., 7pp. In: Coming Together: Preparing for Rural Special Education in the 21st Century. Conference Proceedings of the American Council on Rural Special Education (18th, Charleston, SC, March 25-28, 1998); see RC 021 434. An interactive multimedia instructional program was developed at Kansas State University to meet the need of rural social work students for specialized training in child welfare issues. The program consists of 10 multimedia interactive computer-based instructional modules that focus on child welfare issues in generalist social work practice. The modules were designed to provide individualized staff development based on specific social worker competencies, adult education principles, and the advantages of interactive multimedia. The impact of the program on student attitudes and knowledge was assessed with 37 undergraduate students who used the modules in two courses on social work practices. Results of pretests and posttests indicate that after viewing the modules, students had increased their knowledge, developed a greater sense of competence in the subject area, and become more comfortable with the use of technology. The findings suggest that interactive multimedia is an effective means of providing training in knowledge and skills necessary for child welfare practice, and that this method has potential to overcome challenges, such as lack of specialists and lack of materials, that are common to rural service delivery in a variety of fields. (SV) ED417882

Tiffany, D. W., & Tiffany, P. G. (2000). Power and control: escape from violence. Lanham, Md.: University Press of America. Rc569.5.v55 t53 2000

Tobin, B. T. (1996). Self-efficacy and its relationship to performance in adolescent swimmers. Micro 4

Toner, M. A., & Munro, D. (1996). Peer-Social Attributions and Self-Efficacy of Peer-Rejected Preadolescents., Merrill-Palmer Quarterly, 42, 3, 339-57 Jul 1996. Examined whether peer-rejected preadolescents differ from nonrejected groups (average, popular, neglected) in their explanations for peer-social events and their perceived control of outcomes. Found that rejected children were inclined to forego credit for acceptance, to ascribe rejection to persistent factors, and to perceive lower control of events, suggesting learned helpless thought patterns that exacerbate social maladjustment. (HTH) EJ526465

Tracey, T. J. G. (1997). The Structure of Interests and Self-Efficacy Expectations: An Expanded Examination of the Spherical Model of Interests., Journal of Counseling Psychology, 44, 1, 32-43 Jan 1997. Assessed college students' occupational preferences, activity preferences, and career self-efficacy expectations. Results supported the importance of prestige in all of the major types of vocational interest data and also validated the spherical-structure-of-interests construct. People used prestige in responding to activities as well as to occupations. (RJM) EJ544081

Tran, T. V. (1993). Psychological Traumas and Depression in a Sample of Vietnamese People in the United States., Health & Social Work, 18, 3, 184-94 Aug 1993. Investigated relationships among premigration stresses, nightmares, acculturation stresses, personal efficacy and depression in 147 adult Vietnamese Americans. Found that premigration stresses, nightmares, and acculturation stresses had significant indirect effects on depression. Acculturation stresses diminished personal efficacy, and weakness of personal efficacy led to depression. (Author/NB) EJ480860

Tran, T. V., & And, O. (1994). The Dimensions of Subjective Well-Being among Black Americans: A Structural Model Analysis., Journal of Multicultural Social Work, 3, 2, 115-36 1994. Analysis of data from 668 black adult respondents to the 1980 National Survey of Black Americans suggests that subjective well-being among black Americans is multidimensional. A three-factor model of subjective well-being encompassing strain (depressive symptoms), life satisfaction, and self-esteem was empirically supported and consistently replicated across two randomly divided subsamples. Includes survey questions analyzed. (SV) EJ495366

Trentham, L., Silvern, S., & Brogdon, R. (1985). Teacher efficacy and teacher competency ratings. Psychology in Schools, 22, 343-352.

Trost, S. G., & And, O. (1996). Gender Differences in Physical Activity and Determinants of Physical Activity in Rural Fifth Grade Children., Journal of School Health, 66, 4, 145-50 Apr 1996. This study examined whether differences in social-cognitive determinants of activity behavior could account for gender differences in physical activity. Fifth graders (n=365) provided information on afterschool physical activity and determinants of activity behavior. Only differences in self-efficacy and participation in community sports accounted significantly for gender differences in activities. (SM) EJ528622

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.

Tsutsumi, T. (1997). The effects of strength training on mood, self-efficacy, cardiovascular reactivity and quality of life in older adults. EdD 1997 ts

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Urdan, T., Pajares, F., & Lapin, A. Z. (1997). Achievement Goals, Motivation, and Performance: A Closer Look., 10pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). An achievement goal theory framework was used to examine the relations among goals and a number of other motivational constructs in a sample of middle school students. Participants were 189 eighth graders from a public school in the south. In one session students completed the attitude measures and in another session they completed a mathematics performance measure. The attitude instrument consisted of 15 items assessing task and ability goals. Results indicate that task and ability goals were moderately related. In this sample, task goals were moderately to strongly related with the performance and motivation variables in favorable ways. They were positively related to self-efficacy, self-concept, grade point average, persistence, importance, and self-efficacy for self- regulated learning. They were negatively related to anxiety. Ability goals did not have a negative pattern of relationship with other variables, but were unrelated or weakly positively correlated with the motivation and performance variables. When gender, grade point average, and task goals were controlled, ability goals had little or no effect on motivation or performance outcomes. Results suggest that for students strong in their pursuit of task goals, the simultaneous pursuit of ability goals is not helpful. This study does support previous results indicating a beneficial relationship between task goals and a variety of motivational and performance outcomes. (Contains 2 tables and 15 references.) (SLD) ED412268

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Van, B., Malcolm L. (1996). Academic Perseverance, Class Attendance, and Performance in the College Classroom., 11pp. Paper presented at the Annual Meeting of the American Psychological Association (104th, Toronto, Ontario, Canada, August 9-13, 1996). Although college faculty often complain about class attendance, little data are available on why students miss classes and especially why absences are more common late in the semester. To explore this phenomenon, students' abilities to persevere in an academic setting and relate that to their actual attendance and performance in a college class were examined. Whether or not this type of motivation is intrinsic to the individual and her/his self-concept, or is it more situation specific was also explored. Students (N=140) in undergraduate college courses completed a questionnaire about academic perseverance and self-efficacy. Their responses were correlated with both attendance and performance in these classes. Analysis of the data indicated a significant correlation between class attendance and final grade in the course. Correlations among academic perseverance, self-efficacy, class attendance, and course grades were all fairly low. The low correlations could have been affected by range restrictions (in higher level courses there is typically little variation in either grades or attendance behavior). Since motivation may be a multiplicative relationship between self-efficacy and value, students may only be motivated if they feel competent to complete a task successfully. Suggestions for future studies are offered. The Academic Perseverance questionnaire is included. Contains 13 references. (RJM) ED407618

Van, W., Brigit, & And, O. (1996). The Prevention of Relationship Distress for Couples at Risk: A Controlled Evaluation with Nine-Month and Two-Year Follows., Family Relations, 45, 2, 156-65 Apr 1996. Describes a preventive intervention that was randomly offered to a group of (n=67) non- to mildly distressed couples who participated in a larger study on relationships. At nine-month follow-up, couples in which one partner experienced parental divorce demonstrated increased problem intensity, decreased problem- solving ability, and rational efficacy. No significant differences were found at two-year follow-up. (SNR) EJ527193

VanDeCarr, T. C. (1992). The interrelationship of self-efficacy, metacognition, and reader performance in grade eight. EdD 1992 van

VanderStoep, S. W., & Shaughnessy, J. J. (1997). Taking a Course in Research Methods Improves Reasoning about Real-Life Events., Teaching of Psychology, 24, 2, 122-24 1997. Presents the results of a study that tested students in a research methods and a developmental psychology class on methodological and statistical reasoning at the beginning and the end of the term. Reasoning scores of research methods students improved more than the scores of developmental psychology students. (MJP) EJ549838

Vasil, L. (1996). Social Process Skills and Career Achievement among Male and Female Academics., Journal of Higher Education, 67, 1, 103-14 Jan-Feb 1996. A study (n=397) examined gender differences in self-efficacy beliefs for social process skills important in academic careers, and the relationship of social process self-efficacy to career achievement. Males were found significantly more confident than females for social process skills, before controlling for experience, academic rank, field, and institution. Social process self-efficacy explained some variance in research productivity. (Author/MSE) EJ520100

Vince, R., & Martin, L. (1993). Inside Action Learning: An Exploration of the Psychology and Politics of the Action Learning Model. Management Education and Development, 24, 3, 205-15 Fall. The rationally based model of action learning limits learning and change. Adding a psychological component (emotional experiences that promote or discourage learning) and a political component (effects of institutional and personal power relations on learning) broadens understanding of individual and organizational development. (SK) EJ469978

Vondracek, F. W., & Skorikov, V. B. (1997). Leisure, School, and Work Activity Preferences and Their Role in Vocational Identity Development., Career Development Quarterly, 45, 4, 322-40 Jun 1997. Examined elements of an expanded construct of adolescent vocational identity. Analysis of 660 secondary school students found that vocational interests, occupational self-efficacy, and occupational prestige were closely associated with each other, with school and leisure interests, and with engagement in corresponding activities. Adolescents made no significant distinctions among leisure, school, and work. (RJM) EJ555153

Vongjaturapat, N. (1992). Effect of false positive and false negative feedback on self-efficacy and performance of low and high self-esteem experienced weightlifters. Micro 4

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Wachholz, P. B., & Etheridge, C. P. (1996). Writing Self-Efficacy Beliefs of High- and Low-Apprehensive Writers., Journal of Developmental Education, 19, 3, 16-18,20,22,24 Spr 1996. Describes a study investigating differences in self-perception of writing competency among high- and low-apprehensive writers. Suggests that high- apprehensive writers were more likely to have had negative past writing experiences and to believe that writing ability is an innate quality rather than a process requiring a great deal of effort. (27 citations) (MAB) EJ526397

Wall, R., & Rinehart, J. R. (1998). School-Based Decision Making and the Empowerment of Secondary School Teachers., Journal of School Leadership, 8, 1, 49-64 Jan 1998. Investigates teacher empowerment in high schools that had school councils over varying time periods. Participants taught in a state mandating an inclusive school governance process. A School Participant Empowerment Scale measured empowerment over six subscales: decision making, autonomy, self-efficacy, professional growth, status, and impact. Significant decision-making differences existed between schools with three years' experience and inexperienced schools. (51 references) (MLH) EJ559497

Wall, R., & Rinehart, J. S. (1997). School-Based Decision Making and the Empowerment of Secondary School Teachers., 22pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). In some educational systems, legislative action mandates teacher participation in decision making through the formation of policymaking bodies such as school councils. This paper presents findings of a study that investigated high school teachers' perceptions of empowerment in schools with and without school councils. The study investigated Kentucky high school teachers' perceptions of some dimensions of empowerment at various stages of school-council implementation. The Kentucky Education Reform Act mandated that schools could initiate school-based decision making, and that all schools would have councils in place by 1996. Data were gathered through a survey that elicited responses from teachers in 93 out of 120 schools, an almost 80 percent response rate. Teachers' years of experience with councils served as the independent variable and six School Participation Empowerment Scale (SPES) subscalesdecision making, status, professional growth, self-efficacy, autonomy, and impactwere the dependent variables. Teachers in schools with councils (1, 2, or 3 years) reported more involvement in decision making than did teachers in schools without councils. However, there were no significant differences for the remaining five dependent variables. The data have two implications: (1) Policymakers may be able to mandate a flattening of district systems with the intent to empower teachers; however, teachers may continue to perceive their role as carrying out orders; and (2) Teachers need to be motivated to contribute to the collective school effort. Five tables are included. (Contains 43 references.) (LMI) ED407733

Wallace, M. (1990). Can Action Learning Live Up to Its Reputation? Management Education and Development, 21, 2, 89-103 Sum. Addresses the coherence of the principles of action learning, the consequences of employing certain variants in school management courses, the implications for action learning of research into effective training, and the need for thorough evaluation. (Author) EJ409817

Wallhagen, M. I., & And, O. (1994). Impact of Internal Health Locus of Control on Health Outcomes for Older Men and Women: A Longitudinal Perspective., Gerontologist, 34, 3, 299-306 Jun 1994. Investigated relationship between baseline internal health locus of control (IHLC) and 6-year change in physical functioning in 356 older adults. IHLC was strongly related to change in physical functioning for women at all levels of baseline functioning but only affected men with lower baseline functioning. IHLC was related to importance placed on good health for both genders. (Author/NB) EJ486116

Wang, H. A., & And, O. (1996). Blended Sciences: Lessons Learned., 28pp. Paper presented at the Annual Meeting of the California Science Teachers Association (Sacramento, CA, October, 1996). This paper is a review of the literature concerning the history and current state of blended science instruction. The goals of blended science instruction are to provide learners with a liberal science education and to develop scientifically literate citizens. The term "blended science instruction" refers to various means of reconnecting traditional instructional disciplines. This paper reviews the integrated, unified, and coordinated approaches to science instruction. It also addresses the philosophical, psychological, pedagogical, and pragmatic justifications for a blended science curriculum; student assessment within blended science instruction; and teachers' self-efficacy and resistance to change. The difficulty of replacing traditional departmentalized curricula is noted, and the benefit to students of making changes that will enhance their ability to understand is stressed. Contains 63 references. (DDR) ED407224

Wang, M. C. H., Geneva D.; Walberg, Herbert J. (1997). Fostering Resilience: What Do We Know?, Principal, 77, 2, 18-20 Nov 1997. Researchers have identified several key competencies of resilient children, including social and intellectual competence, ability to plan and set realistic goals, and resourcefulness. These areas of competency are not predestined but can be learned in families, schools, and communities. Educators can work with others to enhance conditions in families and communities that foster psychological well- being. Suggestions are outlined. (MLH) EJ553789

Warren, L. L. P., Beverly D. (1997). Impact of Middle Grades' Organization on Teacher Efficacy and Environmental Perceptions., Journal of Educational Research, 90, 5, 301-08 May-Jun 1997. This study investigated middle school organizational patterns and their impact on teachers' efficacy and perceptions of the working environment. Analysis of survey responses by 81 eighth grade teachers indicated that teachers on interdisciplinary teams with common planning time were significantly more positive than were teachers on interdisciplinary teams without common planning time or teachers who were organized departmentally. (SM) EJ549953

Watkins, C. E., Jr., & Subich, L. M. (1995). Annual Review, 1992-1994: Career Development, Reciprocal Work/Non-work Interaction, and Women's Work Force Participation., Journal of Vocational Behavior, 47, 2, 109-63 Oct 1995. Based on examination of 326 studies, this review covers the issues of career development, reciprocal work/nonwork interactions, and women's labor force participation for 1992 through 1994. It concludes that efforts to link career variables to family systems and personality theories have been instructive. Gender, ethnicity, and career self-efficacy remain important variables. (SK) EJ511217

Watkins, K. E., & Brooks, A. (1994). A Framework for Using Action Technologies. New Directions for Adult and Continuing Education, 63 p99-111. Compares action technologies on eight dimensions: purpose, primary focus, theoretical foundations, ideological focus, key strategies, facilitator role, research aim, and validity criteria. The technologies are action learning, action research, action science, popular education, participatory action research, and collaborative inquiry. (SK) EJ494206

Watters, J. J., & Ginns, I. S. (1997). Impact of Course and Program Design Features on the Preparation of Preservice Elementary Science Teachers., 17pp. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching (Chicago, IL, 1997). This paper is a progress report on an ongoing, longitudinal study of the preparation of preservice elementary teachers in science. The study builds on previous work and explores the experiences of an intake of preservice students in 1994. These students were required to take a core course in science content in their foundation and subsequently a science education course in the third year of their four-year program of study for a bachelor of education. The courses were deigned and implemented using strategies influenced by constructivist principles. These included, among other features, attempts to establish a community of learners in which collaborative knowledge building, meaningful learning, and autonomy were emphasized. The experiences of the students were monitored by measures of changes in attitude towards science and personal science teaching self-efficacy, through interviews, and analysis of student writing. The study revealed complex relationships between content oriented and methods oriented courses indicating that students' attitudes and beliefs change in relation to their perceived needs. The methods course was particularly successful at improving attitudes towards teaching science but had minimal impact in this instance on self-efficacy. In contrast, the foundation course had no immediate impact on attitudes, but did enhance self-efficacy and was valued by students during curriculum design activities in the subsequent methods course. (Contains 54 references.) (Author/ND) ED408267

Watters, J. J., & Ginns, I. S. (1997). Peer Assisted Learning: Impact on Self-Efficacy and Achievement., 14pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). This paper relates experiences in implementing a peer-assisted study program in a teacher education course. A class of 124 students in their first year of a Bachelor of Education (Early Childhood Program) undertaking a core course in basic science were the subjects of the study. They were mentored in a peer- assisted learning program by eight third year students, who themselves, had done the same core course in their first year. Firstly the study examined the impact of the initiative on the students in the core course in terms of their achievement grades and their changes in attitudes toward science and science teaching. Their performance in a subsequent Science Education course was then monitored. The study further explored tutors' reasons for becoming involved in the initiative, their experiences, and the consequences of tutors' involvement in the program. The quantitative findings indicate that those first year students who participated in the peer-assisted learning program achieved higher grades than those who did not. The qualitative data reveal that students develop confidence and improved attitudes toward learning and science. In addition, substantial benefits in terms of confidence, facilitation skills, and insight into adult education were accrued by the mentors. (Contains 28 references.) (Author/SLD) ED409324

Weber, B. J., & Omotani, L. M. (1994). The Power of Believing., Executive Educator, 16, 9, 35-38 Sep 1994. Research suggests that, when teachers believe they can influence student learning, they usually do. Low-efficacy teachers blame failure on students' family background and motivation, deprecate low achievers, and stratify their classrooms according to ability. Teacher self-efficacy can be strengthened by improving teacher socialization procedures, reducing beginning teachers' responsibilities, fostering collegial relationships, and designing appropriate evaluation systems. (MLH) EJ489345

Wehmeyer, M. L. (1994). Perceptions of Self-Determination and Psychological Empowerment of Adolescents with Mental Retardation., Education and Training in Mental Retardation and Developmental Disabilities, 29, 1, 9-21 Mar 1994. This study evaluated locus of control orientations, perceptions of efficacy, and outcome expectancies of 282 adolescents with mental retardation and compared them to students with learning disabilities and at-risk students. Subjects were found to hold unrealistic understandings and perceptions of causality and excessively external global perceptions of control. (JDD) EJ481505

Wehmeyer, M., & Lawrence, M. (1995). Whose Future Is It Anyway? Promoting Student Involvement in Transition Planning., Career Development for Exceptional Individuals, 18, 2, 69-83 Fall 1995. A field test was conducted of a student-directed transition planning program designed to enable 53 high school students with mild mental retardation and learning disabilities to participate more meaningfully in their transition planning process. Following training, significant changes in students' scores on self-efficacy and outcome expectancy were found among females but not males. (DB) EJ517908

Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.

Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage.

Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of Educational Research, 64, 557-573.

Whaley, D. E. (1998). An investigation of possible selves across stages of exercise involvement with middle-aged women. Micro 4

Whiston, S. C. (1996). The Relationship among Family Interaction Patterns and Career Indecision and Career Decision-Making Self-Efficacy., Journal of Career Development, 23, 2, 137-49 Win 1996. Undergraduate women with higher levels of organization and control in their families experienced less career indecision but not higher career self-efficacy. Males and females whose families had intellectual/cultural orientation had higher self-efficacy in using occupational information. An inverse relationship appeared between this type of self-efficacy and families emphasizing independence and achievement. (SK) EJ531871

White, K., Hohn, R., & Tollefson, N. (1997). Encouraging Elementary Students to Set Realistic Goals., Journal of Research in Childhood Education, 12, 1, 48-57 Fall-Win 1997. Studied goal setting by elementary students by utilizing a strategy of psychomotor and academic games. No grade level differences were observed; however, proportionally more second- through fourth-grade girls and fifth-grade boys were classified as realistic goal setters. Concludes elementary students can set realistic goals in academic and psychomotor games. (Author) EJ554474

Whitley, B. E., Jr. (1997). Gender Differences in Computer-Related Attitudes and Behavior: A Meta-Analysis., Computers in Human Behavior, 13, 1, 1-22 Jan 1997. A meta-analysis of studies of gender differences in computer attitudes and behavior found that males exhibited greater sex-role stereotyping of computers, higher computer self-efficacy, and more positive attitudes toward computers than females. Most differences in attitudes and behavior were small, with the largest found in high school students. (128 references) (PEN) EJ541346

Wida, K. J. (1997). The CPI as a Predictor of Academic Success., 12p. Today's students experience a great deal of pressure to succeed in school. Since predictors of academic performance are widely used to assess student capabilities, the relationship between one such test, the California Psychological Inventory (CPI), and academic success are examined in this paper. The focus here is on the non-cognitive variables of the CPI and how they can serve as valid indicators of academic success. An overview of academic achievement is offered, along with a discussion of the relevant literature on non- cognitive variables that have been associated with school success. This discussion is followed by a general history of the CPI, which was published in its original form in 1957. The purpose of the inventory and a brief description of its 20 scales are likewise provided. The relationship between the CPI and academic success is detailed, with an emphasis on locus of control, self- efficacy, and expectations. It is claimed that given the current status of research, it is difficult to draw definitive conclusions regarding the use of the CPI as an indicator of school success. Nonetheless, non-cognitive variables such as self-efficacy, which may enhance academic success, can be identified. Contains 15 references. (RJM) ED412463

Williams, J. E. (1994). Gender Differences in High School Students' Efficacy-Expectation/Performance Discrepancies across Four Subject Matter Domains., Psychology in the Schools, 31, 3, 232-37 Jul 1994. Investigated gender differences in efficacy-expectation/performance discrepancies of high school students (n=131) in English, mathematics, reading, and science. Students reporting greater efficacy expectation performed at higher levels, particularly in mathematics. Majority of student efficacy/performance discrepancy scores fell outside congruent range in all content areas. Approximately equal numbers of male and female students inaccurately estimated performance capabilities. (Author/NB) EJ494441

Williams, J. E. (1996). The Relation between Efficacy for Self-Regulated Learning and Domain-Specific Academic Performance, Controlling for Test Anxiety., Journal of Research and Development in Education, 29, 2, 77-80 Win 1996. This study assessed efficacy for self-regulated learning, academic performance, and test anxiety among junior high and high school students (n=103). Surveys indicated that students who perceived themselves as more capable of self- regulated learning tended to have higher academic achievement, and the association seemed to be unaffected by amount of test anxiety. (SM) EJ525374

Williams, J. E. (1997). Relating Affective and Cognitive Study Strategies to Self-Regulated Learning for Rural At-Risk Students., 10pp. Paper presented at the Annual Meeting of the American Education Research Association (Chicago, IL, March 24-28, 1997). Social cognitive theory suggests that students use both affective and cognitive study strategies in directing their own learning processes. This study explored the correspondences between both strategy types and the self-regulated learning of rural at-risk students. Sixty-seven 11th- and 12th-graders from 12 rural high schools completed the self-regulated learning subscale from Bandura's Multidimensional Scales for Perceived Self-Efficacy. Affective and cognitive learning and study strategies were assessed with the Learning and Study Strategy Inventory. Findings indicate that both strategy domains appear necessary to provide a comprehensive picture of self-regulated learning, particularly affective motivation and concentration and cognitive self-testing. Recommendations on how rural educators might foster these strategies include prompting students to record the work they complete during class to foster motivation, breaking study periods into short sessions to aid student concentration, and having students create questions about the material to encourage self-testing. (Author/TD) ED408134

Williams, M., & Paisner, D. (1996). Mountain, get out of my way: life lessons and learned truths. New York: Warner Books. 248.86 Williams

Williams, R. L. (1992). Social Advocates and Action Learning: The Discontent Dancing with Hope. New Directions for Adult and Continuing Education, 53 p37-50. Action learning often challenges existing rules, experiments with truth, questions the efficacy of mediating institutions, and leads to significant personal and social change. Examples are found in the behavior of different people with widely varying backgrounds and motivations who embarked on paths of action learning that led them to change. (JOW) EJ446775

Willower, D.J., Eidell, T.L., & Hoy, W. K. (1967). The school and pupil control ideology. Penn State Studies Monograph No. 24. University Park, PA: Pennsylvania State University.

Wilson, C. D. (1999). The effects of two attentional training packages on self-efficacy, state anxiety, perceived workload, and task performance. Micro 4

Wilson, J. D. (1996). An Evaluation of the Field Experiences of the Innovative Model for the Preparation of Elementary Teachers for Science, Mathematics, and Technology., Journal of Teacher Education, 47, 1, 53-59 Jan-Feb 1996. Field experiences in a teacher certification program for elementary science, math, and technology were evaluated for their effectiveness in improving participants' cognitive, affective, and psychomotor ability. Surveys and interviews indicated participants felt little connection between the content coursework and educational methods course. They preferred small group activities (which increased self-efficacy). (SM) EJ536856

Wilson, V. (1999). Action Learning: A "Highbrow Smash and Grab" Activity? Career Development International, 4, 1, 5-10. An action learning process in which medical directors planned and reflected on their own actions worked best when specific, time-limited actions were involved. Despite overlap between action research and action learning, they are clearly different. Action learning helps clinicians gain insights into their own work behavior. (SK) EJ578931

Wolf, K. N. (1997). Predicting Positive Self-Efficacy in Group Problem Solving., Human Resource Development Quarterly, 8, 2, 155-69 Sum 1997. A study of 288 hospital employees engaged in problem-solving groups found that previous group problem-solving experience, educational level, work expertise, and problem-solving confidence were the best predictors of self-efficacy. (SK) EJ548484

Wong, B. Y. L. (1997). Clearing Hurdles in Teacher Adoption and Sustained Use of Research-Based Instruction., Journal of Learning Disabilities, 30, 5, 482-85 Sep-Oct 1997. Focuses on teacher variables that account for the lack of initiation and continuation of research-based instructional strategies. Highlights teachers' overarching conceptions of teaching, subject-area knowledge, and sense of self- efficacy. Recommendations for promoting teacher self-efficacy are provided, including training teachers to deal with a diversity of students. (Author/CR) EJ553920

Wong, B. Y. L., & And, O. (1997). Teaching Adolescents with Learning Disabilities and Low Achievers To Plan, Write, and Revise Compare-and-Contrast Essays., Learning Disabilities Research and Practice, 12, 1, 2-15 1997. A study of 14 adolescents with learning disabilities and 7 low-achieving adolescents was conducted to evaluate a writing strategy designed to enhance the quality of compare-and-contrast essays. Results indicate the students improved substantially in the clarity of writing, appropriateness, and organization of ideas in their essays, but not in self-efficacy of writing. (CR) EJ541020

Woolfolk, A. E., & Hoy, W. K., (1990). Prospective teachersÕ sense of efficacy and beliefs about control, Journal of Educational Psychology, 82, 81-91.

Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). TeachersÕ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137-148.

Wooten, K. C. (1996). Predictors of Client Satisfaction in Executive Outplacement: Implications for Service Delivery., Journal of Employment Counseling, 33, 3, 106-16 Sep 1996. Examined program components of professional outplacement relative to client satisfaction using a sample (N=68) of former executives seeking jobs. Survey results suggest outplacement content components and process components were better predictors of client satisfaction when compared with contextual components. Self-efficacy may make a key contribution to client satisfaction and the design and administration of outplacement services. (KW) EJ535373

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Yamauchi, L. A., & Greene, W. L. (1997). Culture, Gender, and the Development of Perceived Academic Self-Efficacy among Hawaiian Adolescents., 19pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). Social cognitive theory suggests that individuals' beliefs about their efficacy in specific contexts, such as school, influence their motivation in those settings. The relationship between various sociocultural factors and the development of adolescents' perceived academic self-efficacy are investigated in this paper. Participants (N=202), drawn from grades 7 and 10 at a rural secondary school in an island community, completed several measures of self-efficacy. Students also answered open-ended questions about grades in school, career expectations, and how they thought they were viewed by parents, peers, and teachers. The students' responses were compared to those of mainland students and analysis suggested that the island students reported lower perceived self- efficacy for academic achievement in all academic domains, except biology. This exception could be explained by the fact that the students' rural island lifestyle made them more familiar and thus more comfortable with plants and animals. Results indicate that being male and being a native islander was associated with lower self-efficacy for self-regulated learning. It is suggested that the sociocultural context provides different information to native boys and girls regarding their performances at home and at school. (RJM) ED409509

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Zhu, S.-H., & And, O. (1996). Telephone Counseling for Smoking Cessation: What's in a Call?, Journal of Counseling & Development, 75, 2, 93-102 Nov-Dec 1996. Describes a telephone counseling intervention for smoking cessation, with attention to the clinical issues of client assessment, motivation, self-efficacy, planning, coping, relapse-sensitive call scheduling, and self-image. Outlines counselor training and supervision issues, ethical and legal considerations regarding this form of service delivery, and suggestions for future direction. (RJM) EJ548648

Zimmerman, B. J. (1996). Enhancing Student Academic and Health Functioning: A Self-Regulatory Perspective., School Psychology Quarterly, 11, 1, 47-66 Spr 1996. Traces a program of research on students' self-regulation of their academic and health functioning from initial operational definitions to training and intervention studies. This body of evidence has shown that students' use of self- regulatory processes, such as learning strategies, goal setting, self-monitoring, and self-efficacy beliefs, predict not only academic and health success but also self-motivation. Discusses other findings. (KW) EJ530401

Zmudy, M. (1999). The effects of participant belaying on self efficacy of college students in indoor rock climbing. Micro 4

Zuber-Skeriit, O. (1993). Improving Learning and Teaching through Action Learning and Action Research. Higher Education Research and Development, 12, 1, 45-58. A theoretical framework for action learning and action research is presented, as a basis for better understanding college instruction and learning. Action research is viewed as a philosophy, theory of learning, research methodology, and teaching technique. It is argued that action research both increases knowledge and improves teaching. (Author/MSE) EJ467184

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Updated: Thursday, May 23, 2002

by Alejandra Martinez

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