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"Self-efficacy"
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EFFECTS OF NURSING PROJECT ACTIONS UNDER THE GUIDANCE OF SPECIALIZED NURSES ON POSTOPERATIVE RECOVERY OF MOTOR FUNCTION AND SELF-EFFICACY IN PATIENTS WITH LOWER EXTREMITY ARTERIAL STENOSIS
Abstract
Objectives
To explore the effects of nursing project actions under the guidance of specialized nurses on postoperative recovery of motor function and self-efficacy in patients with lower extremity arterial stenosis.
Methods
A total of 94 patients with lower extremity arterial stenosis admitted to the hospital were enrolled between December 2022 and December 2024. The patients were divided into the project action group and the routine group using the random number table method, with 47 cases in each group. The routine group received routine basic nursing intervention, while the project action group received intervention through a specialized nurse-led nursing project. Both groups received the intervention for a duration of 3 months. The ankle-brachial index (ABI), Fugl-Meyer Assessment (FMA), Barthel index (BI), general self-efficacy scale (GSES), and exercise of self-care agency scale (ESCA) were compared between the two groups. After intervention, the nursing satisfaction was compared between the two groups.
Results
After 3 months of intervention, ABI values of posterior tibial artery and dorsal foot artery in project action group were higher than in routine group. FMA and BI were in project action group higher than in routine group. GSES and ESCA scores in project action group were higher than in routine group. The nursing satisfaction in project action group was higher than that in routine group.
Conclusions
The nursing project actions under the guidance of specialized nurses can improve the patients’ motor function and daily living ability, enhance their self-efficacy and self-care ability, and increase the nursing satisfaction.
Journal Article
Factors Influencing STEM Career Aspirations of Underrepresented High School Students
A shortage of female and minority students pursuing science, technology, engineering, and mathematics (STEM) careers has prompted researchers and policy makers to examine the current STEM supply pipeline. This study examined factors influencing STEM career aspirations of a nationally representative sample of 9th‐grade students (N = 21,444). Characteristics of students who aspired to STEM careers and non‐STEM careers were examined. Guided by the career aspirations model (Mau & Bikos, ), the authors conducted logistic regression analyses to investigate variables predicting STEM career aspirations. Results indicated that race, gender, socioeconomic status, math interest, and science self‐efficacy were the most important predictors of STEM career aspirations. Counselors in school and related career services contexts are encouraged to consider these important factors in identifying high school students who are interested in STEM career choices, as well as in planning career interventions to facilitate their career paths. Future researchers could test the applicability of this model with middle school students or adults.
Journal Article
Association between postpartum depression and breastfeeding self-efficacy in mothers: a systematic review and meta-analysis
Background
Depression is one of the most common mental disorders in the postpartum period. Depression can decrease self-efficacy in breastfeeding by reducing the mother’s self-confidence. Considering the conflicting results regarding the relationship between postpartum depression and breastfeeding self-efficacy, this systematic review was conducted to investigate the relationship between breastfeeding self-efficacy and postpartum depression.
Method
In this systematic review, published articles in PubMed, Scopus, Web of Sciences, Cochrane Library, and Google Scholar databases were searched using English keywords “Self-efficacy, breastfeeding, breastfeeding Self-efficacy, depression, postpartum depression” without publication date limit. Data analysis was done with employing STATA14 software. Heterogeneity was assessed using I
2
index which was 0%. Therefore, the fixed effects method was used to combine the data and perform meta-analysis.
Result
The results of the meta-analysis showed that based on the fixed effect method, depression was associated with decreased breastfeeding self-efficacy on the first day (SMD = 0.62, 95%CI: -0.830, -0.41,
p
= 0.0001) and on the third day (SMD = 0.84, 95% CI: -0.55,1.14,
p
= 0.0001). The Begg and Manzumdar test revealed no publication bias, with
p
= 0.317.
Conclusion
Postpartum depression may be associated with a decrease in the mother’s breastfeeding self-efficacy and placing mother in a condition to pay low attention to her maternal role. Therefore, healthcare providers should provide adequate support according to the needs of mothers and develop diagnostic and treatment protocols to improve the level of maternal health.
Journal Article
Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy
This study examined the relationship among foreign language enjoyment (FLE), second language L2 grit, online learning self-efficacy (OLSE), and online learning engagement among Iranian English as a foreign language (EFL) learners. The study involved 578 Iranian EFL learners who completed self-report measures of the four constructs. Confirmatory factor analysis and structural equation modeling were employed to confirm the validity of the scales and test the hypothesized model. The findings indicate that FLE positively affects online learning engagement and OLSE positively influences online learning engagement. Additionally, the study found that online self-efficacy mediates the relationship between L2 grit and online learning engagement. These results highlight the importance of FLE and OLSE in promoting online learning engagement, and the mediating role of online self-efficacy in the interplay between L2 grit and online learning engagement. This research sheds more light on the understanding of the factors that influence online learning engagement among EFL learners and has important implications for both theory and practice.
Journal Article
Artificial intelligence self-efficacy: Scale development and validation
With the development of artificial intelligence (AI) applications, it has become critical for scholars, educators and practitioners to understand an individual’s perceived self-efficacy regarding the use of AI technologies/products. Understanding users’ subsequent behaviors toward the advancement of AI technology is also critical. Despite the growing focus on AI, a suitable scale for measuring AI self-efficacy (AISE) has yet to be developed. Current scales for measuring AISE (i.e., technology self-efficacy scales) are considered inapplicable because they neglect to evaluate perceptions of specific AI characteristics (e.g., AI-based configuration or anthropomorphic design). Given the limitations of existing self-evaluation and diagnostic instruments, the aim of this research is to investigate the construct of AISE, and develop and validate an AISE scale (AISES) for measuring an individual’s perceived self-efficacy in regard to the use of AI technologies/products, in accordance with established exploratory and confirmatory scale development procedures. Specifically, a literature review is employed to generate initial items. An exploratory factor analysis is then performed for item purification purposes. At this stage, potential elements of AISE are extracted. Subsequently, factor extraction and confirmatory factor analysis are used to verify the construct structure of AISE. An analysis of 314 responses indicates that the AISE construct contains four factors: assistance, anthropomorphic interaction, comfort with AI, and technological skills. The scale is comprised of 22 items, and is found to have good fit, reliability, convergent validity, discriminant validity, content validity, and criterion-related validity. Moreover, nomological validity is built by the positive correlation between the AISE construct and motivated learning behaviors. This paper is the pioneer in developing and validating a scale to measure AISE. The findings extend existing knowledge of AISE and can help scholars further develop AISE theories. Our findings will also help educators and practitioners assess individuals’ AISE and explore related behaviors.
Journal Article
The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time
This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the mediating role of self-determined motivation and academic self-efficacy and establishing whether the role of teachers and parents varies over time. A total of 419 adolescents—201 males (48%) and 218 females (52%),
M
age
= 14.34 years (
SD
= .90)—attending at T1 the ninth grade of schooling participated in the study. The questionnaires were administered three times over three years in February 2016 (T1), February 2017 (T2), and February 2018 (T3). Specifically, at T1, the students answered questionnaires regarding parental monitoring and teacher support. At T2 and T3, the students completed questionnaires about self-determined motivation and academic self-efficacy. At the end of each school year, in June 2017 (T2b) and June 2018 (T3b), the teachers’ assessments of the students’ academic performance expressed in school marks were collected. A structural equation model was used to test the hypothesised longitudinal relations between the study variables. The results showed that teacher support and parental monitoring directly and positively affected motivation and self-efficacy over time, which, in turn, impacted academic performance positively. The results also indicated that teacher support and parental monitoring indirectly affected academic performance over time through the mediation of motivation and self-efficacy and that the parents’ influence was highest on motivation, while the teachers’ influence was highest on self-efficacy. These results suggest the importance of implementing interventions aimed at enhancing parental monitoring and teacher support to improve students’ academic performance.
Journal Article