METHODS: The authors will perform comprehensive searches of published studies in electronic databases such as PMC, PubMed, Scopus, Cochrane Library and Web of Science by using the following search terms: 'self-efficacy' AND 'adversity quotient' AND 'stress' AND 'academic performance' AND 'student' AND 'COVID-19 pandemic'. Only full-text articles in English language are included. Two reviewers will independently conduct the article selection, data extraction, and quality assessment. Any possible disagreement will be resolved by discussion, and one arbitrator (NA) will adjudicate unresolved disagreements.
RESULTS: This review will provide an updated overview of investigating the relationship between self-efficacy, adversity quotient, COVID-19-related stress and academic performance on a range of undergraduate student during the COVID-19 pandemic. Ultimately, based on this systematic review, we will recommend the direction for future research.
CONCLUSION: The result of the study may help the researchers to find an updated overview of various studies in related topic.
ETHICS AND DISSEMINATION: Data from published studies will be used. Therefore, ethical approval is not required prior to this systematic review. The results will be published in a peer-reviewed journal.
METHODS: This cross-sectional study was performed from September to November 2022. Self-reported questionnaires including the Big Five Personality Questionnaire, General Self-Efficacy Scale, College Student's academic burnout Scale, Generalized Anxiety Scale and demographic characteristics were distributed to 2505 college students in a university in Hebei Province, of which 2,471 were valid. Statistical analysis was carried out through SPSS26.0 and SPSS PROCESS macro.
RESULTS: Results showed four of the big five personality characters (i.e., extraversion, agreeableness, conscientiousness, and openness) were negatively correlated with anxiety. Neuroticism was positively correlated with anxiety. Moreover, general self-efficacy was found to be negatively correlated with academic burnout and anxiety; academic burnout was positively correlated with anxiety. Finally, general self-efficacy and academic burnout mediated the relationship between personality traits (i.e., extraversion, agreeableness, neuroticism, openness) and anxiety.
CONCLUSIONS: Personality traits (i.e., extraversion, agreeableness, neuroticism, and openness) could influence anxiety through the chain mediating effects of general self-efficacy and academic burnout. Interventions focusing on anxiety reduction may be successful in increasing general self-efficacy and decreasing students' academic burnout.
PURPOSES: This study examines the moderating role of self-efficacy between the association of four selected individual factors of head nurses (i.e., Trust, Reciprocity, Reputation, and Ability to Share) and their knowledge-sharing behaviour in OHCs in Jordan.
METHOD: The data were obtained by using a self-reported survey from 283 head nurses in 22 private hospitals in Jordan. A moderation regression analysis using a structural equation modelling approach (i.e. Smart PLS-SEM, Version 3) was utilised to evaluate the study's measurement and structural model.
RESULTS: Knowledge self-efficacy moderates the relationship between the three individual factors (i.e., Trust, Reciprocity, and Reputation) and knowledge-sharing behaviours. However, self-efficacy did not moderate the relationship between the ability to share and knowledge-sharing behaviours.
IMPLICATIONS: This study contributes to understanding the moderating role of knowledge self-efficacy among head nurses in online healthcare communities. Moreover, this study provides guidelines for head nurses to become active members in knowledge sharing in OHCs. The findings of this study offer a basis for further research on knowledge sharing in the healthcare sector.
Methods: This descriptive cross-sectional study was conducted between January and March 2018 at the International Islamic University Malaysia, Kuantan, Malaysia. The Self-Efficacy for Interprofessional Experiential Learning scale was used to evaluate the self-efficacy of 336 students from five faculties including nursing, medicine, dentistry, pharmacy and allied health sciences.
Results: Significant differences in self-efficacy scores for the interprofessional interaction subscale were identified according to programme of study, with pharmacy students scoring significantly lower than allied health students (mean score: 54.1 ± 10.4 versus 57.4 ± 10.1; P = 0.014). In addition, there was a significant difference in self-efficacy scores for the interprofessional interaction subscale according to year of study, with first-year students scoring significantly lower compared to fifth-year students (mean score: 52.8 ± 10.4 versus 59.9 ± 11.9; P = 0.018). No statistically significant differences in self-efficacy scores were identified with regards to gender or for the interprofessional team evaluation and feedback subscale.
Conclusion: These findings may contribute to the effective implementation of IPL education in healthcare faculties. Acknowledging the influence of self-efficacy on the execution of IPL skills is crucial to ensure healthcare students are able to adequately prepare for future interprofessional collaboration in real clinical settings.
METHODS: A cross-sectional study was conducted on two primary and two secondary schools in central China. The ESE scale was translated into Chinese (ESE-C) using the standard forward-backward translation method. Data were analyzed using Mplus 8 for the CFA.
RESULTS: The final model showed a satisfactory level of goodness-of-fit (CFI = 0.918; TLI = 0.905; SRMR = 0.043; RMSEA = 0.066), indicating a good construct validity of the ESE-C for children and adolescents in mainland China. Furthermore, the final ESE-C model achieved composite reliability values of 0.963 and average variance extraction values of 0.597, indicating sufficient convergent and discriminant validity. Besides, the Cronbach's alpha value was 0.964, demonstrating excellent internal consistency of the ESE-C scale.
CONCLUSION: The ESE-C scale is a valid instrument for assessing exercise self-efficacy among children and adolescents in mainland China.
DESIGN/METHODOLOGY/APPROACH: Using healthcare as a case, a stratified random sample comprising 600 patients from 40 hospitals across eight metropolitan cities in an emerging economy was acquired and analyzed using co-variance-based structural equation modeling (CB-SEM).
FINDINGS: Customers' co-creation experience has a positive impact on their co-creation self-efficacy, co-creation engagement, and value co-creation behavior. While co-creation self-efficacy and engagement have no direct influence on value co-creation behavior, they do serve as mediators between co-creation experience and value co-creation behavior, suggesting that when customers are provided with a co-creation experience, it enhances their co-creation self-efficacy and engagement, ultimately fostering value co-creation behavior.
ORIGINALITY/VALUE: A theory of customer value co-creation behavior is established.
METHODS: The search was conducted in accordance with the PRISMA guidelines and utilized the following databases: Scopus, Web of Science, ProQuest, and Google Scholar. Inclusion and exclusion criteria: population, research methods, keywords, and time limit were described for this study. This article predominantly includes cross-sectional studies, so we have used the AXIS risk assessment methodology.
RESULTS: The study included ten articles, seven of which (70%) were quantitative. Three key findings emerged from this review: first, the studies on self-efficacy were more noteworthy than the studies on burnout. Second, female teachers were more expressive in their digital teaching, while male teachers had higher levels of self-efficacy in their digital teaching. Finally, the study explored various factors affecting self-efficacy and burnout in relation to digital teaching. The study demonstrated that professional development has a higher impact on physical education teachers' self-efficacy, and in turn, self-efficacy reduces burnout. Additionally, burnout had a significant impact on professional development.
CONCLUSION: This study describes the limitations of risk assessment and uses the AXIS tool to assess the methodological quality of this review report instead of using the risk of bias tool. The use of digital teaching methods can increase self-efficacy and alleviate burnout among physical education teachers. This review analyses the effects of digital technology, self-efficacy, and burnout on the career progression of physical education instructors and examines the implications for future developments.
METHODS: This study was carried out in two phases: the translation and cultural adaptation phase and the validation phase. The instrument was translated from English to Malay and then adapted and validated in a sample of 337 patients with CKD stages 3-4 attending a nephrology clinic in a tertiary hospital in Malaysia. Structural validity was evaluated by exploratory factor analysis. The instrument's reliability was assessed by internal consistency and test-retest reliability. The correlations between the MCKD-SM and kidney disease knowledge and the MCKD-SM and self-efficacy were hypothesised a priori and investigated.
RESULTS: The MCKD-SM instrument has 29 items grouped into three factors: 'Understanding and Managing My CKD', 'Seeking Support' and 'Adherence to Recommended Regimen'. The three factors accounted for 56.3% of the total variance. Each factor showed acceptable internal reliability, with Cronbach's α from 0.885 to 0.960. The two-week intra-rater test-retest reliability intraclass correlation coefficient values for all items ranged between 0.938 and 1.000. The MCKD-SM scores significantly correlated with kidney disease knowledge (r = 0.366, p self-efficacy (r = 0.212, p self-management behaviour in the Malay-speaking population.
METHODS: Structural Equation Modeling (SEM) is utilized for analysis, enabling the creation of a metric set to explore intangibles such as perfectionism, learning self-efficacy, motivation, study habits, cultural influences, and introspection. The research utilizes a diverse sample from multiple universities across different regions of China, incorporating demographic factors to encompass the varied characteristics within the EFL learner community.
RESULTS: Results reveal that perfectionism (β = 0.30, p self-efficacy (β = 0.25, p = 0.005), motivation (β = 0.35, p self-reflection (β = 0.28, p
METHODS AND ANALYSIS: This biopsychosocial intervention randomised controlled trial will engage patients (n=156) diagnosed with type 2 diabetes mellitus (T2DM) from four primary healthcare clinics in Putrajaya. Participants will be randomised to either OHP plus treatment as usual. The 2-hour weekly sessions over five consecutive weeks, and 2-hour booster session post 3 months will be facilitated by trained mental health practitioners and diabetes educators. Primary outcomes will include self-efficacy measures, while secondary outcomes will include well-being, anxiety, depression, self-care behaviours and haemoglobin A1c glucose test. Outcome measures will be assessed at baseline, immediately postintervention, as well as at 3 months and 6 months postintervention. Where appropriate, intention-to-treat analyses will be performed.
ETHICS AND DISSEMINATION: This study has ethics approval from the Medical Research and Ethics Committee, Ministry of Health Malaysia (NMRR-17-3426-38212). Study findings will be shared with the Ministry of Health Malaysia and participating healthcare clinics. Outcomes will also be shared through publication, conference presentations and publication in a peer-reviewed journal.
TRIAL REGISTRATION NUMBER: NCT03601884.
METHODS: Data were collected from undergraduate students at all campuses of the Universiti Sains Malaysia. A total of 1,605 students completed the SEE-M (female: 71.5%, male: 28.5%), with the mean age of 20.3 years (SD = 1.5). Perceived self-efficacy was assessed with the 18-item SEE-M. Standard forward-backward translation was performed to translate the English version of the Efficacy for Exercise Scale (SEE) into the Malay version (SEE-M).
RESULTS: The 2 initial measurement models tested (1-factor and 3-factor models) did not result in a good fit to the data. Subsequent investigation of the CFA results recommended some modifications, including adding correlations between the item residuals within the same latent variable. These modifications resulted in good fit indices for the 1-factor model (RMSEA = .059, CFI = .939, TLI = .922, SRMR = .049) and the 3-factor model (RMSEA = .066, CFI = .924, TLI = .903, SRMR = .051). The final measurement models comprised all 18 SEE-M items, which had significant factor loadings of more than .40. The test-retest results indicated that the SEE-M was stable, with an intra-class correlation of .99. The composite reliability was .886 for the 1-factor model and .670-.854 for the 3-factor model.
CONCLUSIONS: The translated version of the SEE-M was valid and reliable for assessing the level of self-efficacy for exercise among university students in Malaysia.
PERSPECTIVE: This study examining the psychometric properties of the SEE scale based on CFA was the first to assess 2 proposed models (1-factor and 3-factor models) simultaneously and to translate the original, English-language SEE into Malay.