HUBUNGAN ANTARA SELF EFFICACY DENGAN EFEKTIVITAS KOMUNIKASI PADA RECEPTIONIST HOTEL DI MALANG

Receptionist is a gateway entrance to the hotel guest. Therefore, the effectiveness of communication is a necessary condition that must be owned by the receptionist in carrying out his duties. The effectiveness of the communication is successful communication in which the receiver interprets the message received as intended by the sender. Even so, of course, the effectiveness of communication and receptionist not appear but is influenced by several factors, one of which is the personality factor. Self-efficacy as one of the personality factor is defined as an individual's belief that he has the skills needed to accomplish a particular task. The existence of self efficacy will be able to direct the receptionist to the effectiveness of communication. The design is non-experimental research using quantitative and descriptive approach aims to find out whether there is a relationship between self-efficacy with the effectiveness of communication in the hotel receptionist in Malang. The research subject is obtained by incidental sampling method consisted of 41 from 12 hotel receptionist in Malang. Data collection method is to use a Likert scale consisting of self-efficacy scale and the scale of the effectiveness of communication. While the data analysis methods used are product moment correlation. Results of analysis showed that the price r = 0.663 with a chance of error (p) = 0.000, we conclude that there is a very significant positive relationship between self-efficacy with the effectiveness of communication. This means that higher self-efficacy the more effective the communication. Conversely, the lower self efficacy, the more or less effective communication. The effective contribution of self efficacy on the effectiveness of communication is at 43.9%, while the remaining 56.1% came from other variables not studied

Staff Nurse Ratings of Implementation Self-Efficacy for EBP (ISE4EBP) and Organizational EBP Readiness

There is limited research about nurses' confidence in implementing evidence into clinical practice. The purpose of this study was to further test, refine and strengthen the Implementation Self-Efficacy for EBP (ISE4EBP) scale and gain knowledge about staff nurses' perspectives of their confidence in EBP implementation in relation to the work environment as measured by the Context Assessment Index (CAI). We proposed, higher nurses confident in implementing evidence into practice would result in higher levels of implementing evidence-based practices (EBP). Bandura's theory of self-efficacy, which postulates that task-specific self-efficacy predicts performance guided the study. In a sample of 75 registered nurses, the overall average score for the ISE4EBP scale was 63%, indicating moderate confidence in implementation strategies. This study furthered the construct validity of the ISE4EBP scale by demonstrating associations between the ISE4EBP scores with the CAI.No embargoAcademic Major: Nursin

Hubungan antara psychological well being dengan efikasi diri pada guru bersertifikasi di SMA Negeri Kabupaten Pati

Abstrak Penelitianinibertujuanuntukmengetahuihubunganantarapsychological well beingdenganefikasidiripada guru bersertifikasi. Populasidalampenelitianiniadalah guru bersertifikasi di SMA NegeriKabupatenPatisebanyak 320 orang.Sampelpenelitiansebanyak 167 guru berasaldari SMA N 1 Pati, SMA N 3 Pati, SMA N 1 Tayudan SMA N 1 Kayen yang didapatkandenganteknikcluster random sampling.Alatukur yang digunakanadalahskalaefikasidirisebanyak 25 aitem (α = 0,898) danskalapsychological well beingsebanyak 36 aitem (α = 0,922). Teknikanalisis data yang digunakandalampenelitianiniadalahanalisisregresisederhana.Hasilpenelitianmenunjukkanrxy = 0,777dengan p = 0,000 (p<0,05) sehinggadisimpulkanadahubunganpositifantarapsychological well beingdenganefikasidiri. Hal inimenunjukkanbahwasemakintinggipsychological well being, makasemakintinggiefikasidiri guru bersertifikasi.Sebaliknya, semakinrendahpsychological well being, makasemakinrendahefikasidiri guru bersertifikasi.Psychological well beingmemberikansumbanganefektifsebesar 60,4% padaefikasidiri. Kata kunci :efikasidiri;psychological well being;guru bersertifikasi Abstract This study has an aim to determine the relationship between psychological well being and self efficacy at certified teachers. The population in this study is a certified teacher in SMA NegeriPati as much as 320 people. Sample taken in this study was 167teachers from SMA N 1 Pati, SMA N 3 Pati, SMA N 1 Tayu, and SMA N 1 Kayen by using cluster random sampling technique. There were measurement instruments used in this study, Self Efficacy Scale with 25 items (α = 0,898) and Psychological Well Being Scale with 36 items (α = 0,922). Simple regression analysis was used as data analysis technique. The result of the study show rxy=0,777 with p=0,000 (p<0,05) so that there is a positive relationship between psychological well being and self efficacy. It indicates that the higher psychological well being, then self efficacy of certified teachers will also higher. In opposite, if the psychological well being is low, so the self efficacy of certified teachers will be also low. Psychological well being give an effective contribution to 60,4% of self efficacy. Kata Kunci :self efficacy; psychological well being; certified teacher

Self-efficacy, affectivity and smoking behavior in adolescence

Background: Research on health-related behaviors confirms the contribution of self-efficacy and affective factors to the initiation and continuation of smoking behavior. The aim was to assess the degree to which affectivity contributes to the association between self-efficacy and smoking behavior in adolescence. Methods: A sample of 501 elementary school students (mean age 14.7 +/- 0.9 years, 48.5% males) from the Slovak and Czech Republics filled out the Self-Efficacy Scale, the Positive and Negative Affect Schedule and answered questions about smoking behavior. Results: Logistic regression showed that social self-efficacy increased the likelihood of smoking behavior but only after adding positive and negative affectivity to the model. Adjustment for age and gender as covariates did not change these findings. Conclusion: Results show the need to prepare programs aimed at enhancing appropriate social self-efficacy and especially improving skills to resist the pressures emerging from peers. Adolescents should also learn to handle their negative emotions differently, instead of through smoking behavior

Evaluation of Student Perceived Self-Efficacy With the Implementation of a Problem-Based Learning Module

To facilitate the graduation of competent registered nurses, healthcare educators must create learning environments that foster content expertise, problem solving, collaboration, and refined learning skills. Although countless teaching strategies are in existence today, problem-based learning (PBL) has revealed noteworthy potential in healthcare education. In PBL, complex, reality-based problems are used as motivation for students to identify salient concepts, gather data, and ultimately work through posed problems. Considerable evidence supports the use of PBL as a method to promote learning, though examining knowledge alone cannot always assess actual behavioral performance. To ascertain the likelihood learned concepts would be utilized in practice, we can evaluate perceived self- efficacy. According to Bandura, self-efficacy is the degree to which an individual believes that a behavior can be successfully performed to produce a desired outcome. Information learned provides a foundation for performance to transpire, but in the absence of self-efficacy performance may not even be attempted. This study examined the relationship between PBL and perceived self-efficacy. Using a quasi-experimental, non-equivalent control group design, self-efficacy was measured using Schwarzer and Jerusalem\u27s General Self-Efficacy Scale. The study found that the perceived self-efficacy of undergraduate nursing students who participated in a PBL skills laboratory module were significantly higher than their counterparts who studied the same topic in a class not employing PBL

The Emotional Self-Efficacy Scale: Adaptation and Validation for Young Adolescents

Emotional self-efficacy (ESE) is an important aspect of emotional functioning, with current measures for children and adolescents focused on the measurement of self-beliefs in relation to the management of emotions. In the present study, we report the psychometric properties of the first adaptation of the Emotional Self-Efficacy Scale for youth (Youth-ESES) that measures additional aspects of ESE, such as perceiving and understanding emotions and helping others modulate their emotions. Participants were 192 young adolescents aged 11 to 13 years from a U.K. state school. They completed the Youth-ESES and measures of ability emotional intelligence (EI) and cognitive ability. Results support the same four-factor structure that has been previously documented using the adult version of the ESES, with the four subscales being largely independent from cognitive ability and only moderately related to ability EI. However, the four subscales were less differentiated in the present study compared with adult data previously published, suggesting that there is a strong general factor underlying young adolescents’ ESE scores. Overall, the results suggest that the adapted Youth-ESES can be reliably used with youth, and that confidence in how a young person feels about his or her emotional functioning remains distinct from emotional skill

Understanding Interest And Self-Efficacy In The Reading And Writing Of Students With Persisting Specific Learning Disabilities During Middle Childhood And Early Adolescence

Three methodological approaches were applied to understand the role of interest and self-efficacy in reading and/or writing in students without and with persisting specific learning disabilities (SLDs) in literacy. For each approach students in grades 4 to 9 completed a survey in which they rated 10 reading items and 10 writing items on a Scale 1 to 5; all items were the same but domain varied. The first approach applied Principal Component Analysis with Varimax Rotation to a sample that varied in specific kinds of literacy achievement. The second approach applied bidirectional multiple regressions in a sample of students with diagnosed SLDs-WL to (a) predict literacy achievement from ratings on interest and self-efficacy survey items; and (b) predict ratings on interest and self-efficacy survey items from literacy achievement. The third approach correlated ratings on the surveys with BOLD activation on an fMRI word reading/spelling task in a brain region associated with approach/avoidance and affect in a sample with diagnosed SLDs-WL. The first approach identified two components for the reading items (each correlated differently with reading skills) and two components for the writing items (each correlated differently with writing skills), but the components were not the same for both domains. Multiple regressions supported predicting interest and self-efficacy ratings from current reading achievement, rather than predicting reading achievement from interest and self-efficacy ratings, but also bidirectional relationships between interest or self-efficacy in writing and writing achievement. The third approach found negative correlations with amygdala connectivity for 2 reading items, but 5 positive and 2 negative correlations with amygdala connectivity for writing items; negative correlations may reflect avoidance and positive correlations approach. Collectively results show the relevance and domain-specificity of interest and self-efficacy in reading and writing for students with persisting SLDs in literacy

Self-Efficacy and Emotional Intelligence as Predictors of Perceived Stress in Nursing Professionals

Background: Nursing professionals face a variety of stressful situations daily, where the patients’ own stresses and the demands of their family members are the most important sources of such stress. Methods: The main objectives pursued were to describe the relationships of self-efficacy and emotional intelligence with perceived stress in a sample of nursing professionals. We also developed predictive models for each of the components of perceived stress based on the dimensions of emotional intelligence and self-efficacy, for the total sample, as well as samples differentiated by sex. This study sample consisted of 1777 nurses and was conducted using multiple scales: the perceived stress questionnaire, general self-efficacy scale, and the brief emotional intelligence survey for senior citizens. Results: The variables stress management, mood, adaptability, intrapersonal skills, and self-efficacy explained 22.7% of the variance in the harassment–social component, while these same variables explained 28.9% of the variance in the irritability–tension–fatigue dimension. The variables mood, stress management, self-efficacy, intrapersonal, and interpersonal explained 38.6% of the variance in the energy–joy component, of which the last variable offers the most explanatory capacity. Finally, the variables stress management, mood, interpersonal, self-efficacy and intrapersonal skills explained 27.2% of the variance in the fear–anxiety dimension. Conclusion: The results of this study suggest that one way to reduce stress in professionals would be to help them improve their emotional intelligence in programs (tailored to consider particularities of either sex) within the framework of nursing, enabling them to develop and acquire more effective stress coping strategies, which would alleviate distress and increase the wellbeing of health professionals