Search Results (401)

The present study aims to analyze the development of achievement motivation and self-efficacy belief in the context of elite sports schools. A total of 658 athletes (349 female, 309 male) from Year 5 onwards participated in the central trials and performance assessments in track and field for elite sports schools between 2016 and 2025. In addition to the analysis of physical and athletic performance, the following aspects were also documented: achievement motivation, need for achievement motives and general self-efficacy beliefs. Firstly, differences between the genders were measured in terms of fear of failure and confidence, exhibiting a small effect size ranging from 0.175 to 0.25 and a significance of 0.001 and 0.026. A subsequent analysis of the Kruskal–Wallis test, pertaining to the various groups with differing performance levels, revealed significant disparities in self-discipline (p = 0.010), goal setting (p = 0.013) and confidence (p = 0.029). The effect sizes for these differences ranged from 0.08 to 0.14, indicating a modest magnitude of impact. The psychological profile of the top athletes, which is based on the psychological determinants of the study, differs significantly from that of the other groups of athletes at time t₁ (p = 0.001). It is recommended that appropriate training and guidance from coaches and sports psychologists be provided, given that confidence and self-efficacy expectations are key predictors of physical and athletic performance. Full article

Academic motivation and achievement are central to student success in applied STEM, engineering, and technical and vocational education and training (TVET); however, despite extensive research, the evidence remains fragmented across theoretical traditions, educational levels, and disciplinary settings. This structured narrative review synthesizes research on the factors shaping academic motivation, achievement, and career readiness in these contexts. A literature search was conducted in Web of Science, Scopus, ScienceDirect, PubMed, and PsycINFO for studies published between 2010 and 2025. A total of 58 studies met the inclusion criteria from an initial pool of 2184 records. Guided by self-determination theory, achievement goal theory, social cognitive career theory, and expectancy–value theory, this review identifies self-efficacy, perceived competence, task value, intrinsic/extrinsic motivation, goal orientation, metacognitive skills, teacher and peer support, curriculum relevance, and industry-aligned learning opportunities as key factors associated with student engagement, achievement, and career-related development. The synthesis shows that these factors operate through an integrated motivational core linking motivational regulation, self-belief, task value, and goal orientation. The findings suggest that student success is shaped by the interaction between individual beliefs, social support, instructional conditions, and perceived links between learning and future professional pathways. Practical implications are discussed for designing student-centered, career-relevant, and motivation-supportive learning environments in engineering and TVET. Full article

Background/Objectives: Previous literature has linked nutrition with both psychological distress and well-being. However, less is known about how psychological and spiritual resources cluster within individuals or whether distinct psychospiritual profiles are associated with dietary and lifestyle behaviors. This study examined these associations using a person-centered approach. Methods: A community sample of 522 adults from the United States completed measures of perceived stress, depressive symptoms, coping self-efficacy, gratitude, forgiveness, religiousness/spirituality, daily spiritual experiences, religious/spiritual meaning and beliefs, and dietary and lifestyle behaviors. Latent profile analysis was conducted to identify psychospiritual profiles. Results: Four profiles were identified: Moderate (n = 195), Flourishing (n = 199), Vulnerable (n = 70), and Maladaptive (n = 58). The Flourishing profile demonstrated the most adaptive psychological functioning and was associated with healthier dietary behaviors, including lower breakfast skipping and fast-food consumption, greater whole-grain and vegetable intake, lower salt use, and lower sweets and dessert intake. The Vulnerable profile demonstrated the highest levels of perceived stress and depressive symptoms together with relatively elevated religiousness/spirituality, whereas the Maladaptive profile was characterized by elevated distress and consistently low levels of psychological and spiritual resources. Overall, the Vulnerable and Maladaptive profiles demonstrated less favorable dietary patterns relative to the Flourishing and Moderate profiles. However, the observed effects were generally modest and selective. Conclusions: Dietary and lifestyle behaviors may be associated with broader psychospiritual configurations rather than isolated psychological characteristics alone. The findings additionally highlight the heterogeneous nature of religiousness and spirituality within psychological functioning. Full article

Background: Panvascular disease (PVD) is a systemic atherosclerotic condition that poses a substantial threat to global health. Despite the recognized importance of early proactive screening, proactive screening beliefs among high-risk populations are poorly understood. Objective: To explore the proactive screening beliefs among Chinese high-risk patients for PVD based on the Health Belief Model (HBM), so as to provide evidence for developing targeted nursing intervention strategies and health policies. Methods: A descriptive qualitative study was conducted. Employing a purposive sampling strategy with maximum variation, participants at elevated risk for PVD were recruited from a tertiary hospital in Shanghai between October and December 2025 to conduct semi-structured interviews. Data saturation guided sample size (n = 22; 14 male, 8 female; mean age 62.68 years). Data were analyzed using qualitative content analysis. Results: Five main themes were extracted: multifaceted perceptions of susceptibility, multidimensional fear of severity, positive attitudes toward the benefits of proactive screening, multiple perceived barriers to proactive screening, and significant differences in self-efficacy for proactive screening. Conclusions: The proactive screening beliefs in Chinese high-risk patients of PVD were deeply embedded in local cultural values and healthcare realities. Tailored health education, age-friendly service optimization, and stratified intervention strategies are urgently needed to reduce screening barriers and improve population-wide proactive screening beliefs. Full article

Reading has long been recognised as a central mechanism for second language development, particularly in English as a Foreign Language (EFL) contexts where exposure to the target language is limited. However, learners do not seem to benefit equally from comparable reading demands, suggesting that factors beyond linguistic competence influence developmental outcomes. This study examines the relationship between reading self-efficacy and English language proficiency among undergraduate students enrolled in a Degree in English Studies at a Spanish university. A cross-sectional quantitative design was employed with a sample of 141 participants and data were collected using the Reader Self-Perception Scale 2 (RSPS2) and a standardised multilevel English placement test aligned with the Common European Framework of Reference for Languages (CEFR). The results revealed a statistically significant positive relationship between reading self-efficacy and language proficiency, whereas literary epistemological beliefs did not show a comparable association. Among the RSPS2 dimensions, perceived Progress and Physiological States emerged as the strongest correlates of proficiency, indicating that learners’ sense of development and emotional comfort while reading is particularly relevant to language achievement. The study argues that reading self-efficacy is related to textual exposure and language development, shaping whether learners engage with texts in sustained and productive ways. By linking learner self-perception to measurable proficiency outcomes, the study contributes empirical evidence to current discussions on affective variables in language learning and offers pedagogical implications for fostering engagement in higher education EFL contexts. Full article

This systematic review examined empirical studies on in-service professional development (PD) aimed at fostering inclusive pedagogy-related practices in mainstream primary and secondary schools, focusing specifically on research employing quantitative pre–post teacher-level outcome designs. The review addressed three areas: (1) the core content and design features of such PD programmes; (2) their reported effects on teacher-, student-, and classroom-related outcomes; (3) factors associated with broader or more sustained forms of change. Searches of ERIC, Web of Science Core Collection, and Scopus identified 1915 records, of which 16 studies met the inclusion criteria. Most programmes reported short-term improvements in teacher knowledge, beliefs, self-efficacy, and, in some cases, instructional practice. To interpret programme heterogeneity, this review applied an alignment framework derived from inclusive pedagogy theory to examine the pedagogical assumptions reflected in PD programmes. Programmes varied substantially in their degree of alignment, and those showing stronger alignment more often reported broader and, in some cases, more sustained teacher-, classroom-, or participation-related changes. However, these patterns should be interpreted cautiously given the methodological limitations of the evidence base. More uniformly positive findings were concentrated in weaker single-group studies relying largely on self-report, whereas studies with comparison group designs reported more mixed, modest, or less sustained effects. Overall, the review suggests that inclusion-oriented PD may support meaningful forms of teacher learning, although evidence regarding sustained classroom transformation and longer-term student-level impact remains limited. Full article

The Health Belief Model (HBM) is a foundational framework in weight management research, but its predictive power is often limited by inconsistent measurement of its core constructs. This study systematically investigates how methodological practices and contextual factors shape the explanatory power of HBM in weight management research using an integrated bibliometric and content analysis of 19 articles retrieved from the Web of Science database. In doing so, the study makes three contributions: (i) it maps the intellectual structure and thematic evolution of HBM-based weight management research between 2014 and 2025; (ii) it evaluates how core HBM constructs are operationalized across empirical studies; and (iii) it examines how contextual and institutional factors influence the model’s predictive capacity. Bibliometric mapping indicates that the field shows conceptual maturity but remains geographically fragmented, with research concentrated in countries such as China, Iran, and Ethiopia, and limited cross-cultural collaboration. Content analysis reveals an imbalance toward behavioral intention rather than observed behavioral change. Among HBM constructs, self-efficacy emerges as a consistent and modifiable determinant supporting sustained behavior, while cues to action are inconsistently operationalized, limiting their effectiveness. Overall, the reliance on intention-based metrics and regionally bounded research traditions constrains the predictive power of HBM applications in weight management, highlighting the need for context-sensitive, self-efficacy–focused, and autonomy-preserving interventions. Full article

Digital participation depends not only on the formal availability of online engagement channels but also on how citizens interpret the safety, usefulness, and feasibility of participation. This article examines whether willingness to engage digitally is shaped more strongly by procedural platform cues or by underlying behavioral beliefs about security, efficacy, and personal capability. Using a survey of 500 adults in South Korea and a 2 × 2 survey-embedded vignette experiment, the study varies participation threshold (50 vs. 500 supporters) and response specificity (generic response vs. concrete action plan and timeline). The direct experimental effects are small and statistically non-significant, indicating no detectable moderate shift in stated willingness within this vignette design. In contrast, baseline participation intention, perceived outcome efficacy, and digital ability are consistently associated with scenario-based willingness to participate, while security trust is positively associated with baseline readiness to engage. The findings suggest that digital participation is better understood as a behavioral decision shaped by perceived risk, expected consequences, and self-assessed capability than as a simple response to procedural design alone. Full article

This study investigates how immersive virtual reality (VR) simulations support international postgraduate preservice teachers (PSTs) in preparing for their initial professional experiences in Australian early childhood settings. Positioned within growing concerns about PST readiness, confidence, and cultural adjustment, the study examined the use of VR as a preparatory pedagogical tool. Sixty-six PSTs participated in human-in-the-loop mixed-reality teaching simulations in which they interacted with avatar children aged 3 to 5 in a realistic classroom environment prior to their professional placement. Guided by Bandura’s four sources of self-efficacy, video analysis examined how these simulated experiences contributed to PSTs’ self-efficacy-related practices, decision-making, and cultural readiness. Three themes emerged: (1) a movement from anxiety to relational regulation through social–emotional learning, (2) the use of simulation to bridge the theory–practice gap in classroom management and inclusion, and (3) the role of technology-supported reflection in enabling pedagogical revision through repeatable practice. The findings indicate that the simulation design compressed mastery experiences, modelling, credible feedback, and emotional regulation within a structured learning context. Participants demonstrated opportunities for reflective engagement with classroom dynamics in a low-risk environment before placement, including moments of hesitation, revision, and growing interactional control, highlighting the value of a programme-wide, technology-infused approach to immersive simulation in early childhood initial teacher education. Rather than directly measuring changes in efficacy beliefs, this study shows how mixed-reality rehearsal can operationalise the conditions that support efficacy formation within a repeatable pedagogical environment. In doing so, the paper contributes to current debates on technology-infused teaching by positioning mixed-reality simulation as a coherent model for future-oriented ITE design. Full article

Although conscientiousness is consistently associated with academic achievement, the psychological mechanisms underlying this relationship remain underexplored. We examine whether self-efficacy mediates the relationship between conscientiousness and academic engagement, and whether internal locus of control moderates this pathway. Our cross-sectional study included 1059 undergraduate students from a South Korean university, who completed validated measures of conscientiousness, self-efficacy, internal locus of control, and academic engagement. Using Hayes’ PROCESS macro, we conducted mediation and moderated mediation analyses. The findings support an indirect association between conscientiousness and academic engagement through self-efficacy. Bootstrapping analysis indicated a significant indirect effect, whereas the direct effect of conscientiousness on engagement became non-significant when self-efficacy was included in the model. Internal locus of control significantly moderated the self-efficacy–engagement pathway, and the indirect pathway was strongest among students with high internal locus of control beliefs. Conscientiousness influenced academic engagement indirectly through students’ confidence in their capabilities. This association was strongest among students who believed their academic outcomes were determined by their own efforts. Interventions should strengthen self-efficacy and internal control beliefs to promote sustained academic engagement among conscientious students. Full article

Environmental degradation represents a critical global challenge. Given its profound impact on ecosystems and societies, understanding the psychological factors that motivate individuals to engage in natural resource conservation behaviors has become increasingly important. Because efficacy beliefs (i.e., self-efficacy, response efficacy, and collective efficacy) are key psychological drivers of both plans and actions, a meta-analytic approach was used to estimate the associations between efficacy beliefs and conservation-related intentions and behaviors. The moderating roles of data collection method, population type, culture, and participants’ gender were also examined. Five meta-analyses synthesized the findings from 50 studies on conservation intentions and behaviors, revealing medium-sized positive associations with self-efficacy (intention, r = 0.47; behaviors, r = 0.41) and response efficacy (intention, r = 0.36; behaviors, r = 0.34), whereas the association with collective efficacy was small (single index, r = 0.28). Although substantial heterogeneity was observed, none of the tested moderators reached statistical significance, highlighting the need for future studies. Overall, these findings underscore the importance of strengthening individuals’ beliefs in their ability to engage in conservation behaviors. Full article

Background: A bidirectional association between diabetes and oral health is well established, yet oral self-care is overlooked in diabetes management. Health Belief Model (HBM)-guided oral care interventions have exhibited promising outcomes in the literature but have not been used to guide oral self-care interventions designed for people with diabetes (PWD). Positioned at the early conceptualization and design stage of such a program, this developmental study was to identify self-perceived needs in oral self-care practices and to obtain preliminary feedback among PWD about the blueprint of a new program—DiaOral^©. Methods: We conducted semi-structured interviews with 15 PWD recruited from a large healthcare system, with a goal to recruit patients from racially/ethnically diverse urban/suburban zip codes. Interviews explored participants’ oral self-care practices in relation to diabetes. Sample DiaOral^© content and images on a blueprint were presented and feedback was solicited. Braun and Clarke’s reflexive thematic analysis was used to code and interpret transcripts, aligning emerging themes with HBM constructs through team-based consensus. Results: Three major themes and 27 sub-themes emerged: (1) lack of knowledge on optimal oral care, (2) low perceived importance of preventive care and oral health in diabetes, and (3) low self-efficacy for performing effective oral self-care. Participants expressed satisfaction with the content and their perceived confidence and interest potentially in using the DiaOral^© program based on their preliminary review of the blueprint. Conclusions: Findings support the relevance of HBM constructs in shaping oral self-care among PWD. This developmental study suggests that the DiaOral^© blueprint is ready to move forward to website prototype development. Future work will finalize the program and evaluate its efficacy among PWD. Full article

Self-efficacy is a person’s belief in their ability to perform a task effectively despite difficulties and predicts future willingness to undertake similar tasks. The study’s aim was to determine the extent to which undergraduate nursing students develop their clinical performance self-efficacy beliefs throughout their degree. Using a cross-sectional survey design, Year 1, 2 and 3 students from a three-year undergraduate nursing program completed a clinical performance self-efficacy scale, comprising the domains of assessment, planning, implementation and evaluation. Welch’s one-way ANOVA and Games–Howell post hoc analyses compared self-efficacy scores across year levels. Self-efficacy predictors were identified with multiple linear regression. Descriptive statistics determined students’ confidence with clinical activities. Participants’ self-efficacy scores increased significantly from Year 1 to 2 and Year 2 to 3. Year level of study was the only unique positive predictor of scores. Over the years, participants were most confident implementing care and least confident planning and evaluating care. Given that clinical placement frequency was not a unique significant predictor of self-efficacy, but rather weakly correlated, future studies should examine if other learning activities such as high-fidelity simulation may play a greater role in its development. The lower confidence with planning and evaluation underscores the need for curricula that scaffold higher-order skills like critical thinking and reflection. Full article

Outdoor science teaching provides meaningful, hands-on learning opportunities, yet remains inconsistently practiced in schools. This quantitative study investigated how specific teacher-level predictors associate with the frequency of outdoor science teaching in regular classroom time. A structured questionnaire was developed and administered to 258 Slovenian science in-service teachers, measuring their attitudes, self-efficacy, perceived support, professional development, connection to nature, and inclusion of nature. After reducing items through exploratory factor analysis, variables were then entered into an ordinal logistic regression model of outdoor teaching frequency. Teachers’ attitudes and self-efficacy emerged as the strongest predictors, while their professional development, support, connection to nature, and inclusion with nature were not significant. Supplementary correlations showed that teachers perceiving greater support or stronger connection to nature held slightly more positive attitudes. The correlation indicated a weak but positive link between accessible environments and outdoor teaching frequency. Based on these findings, we recommend actively fostering teachers’ positive attitudes and self-efficacy, as these personal factors are the primary drivers of how frequently outdoor science teaching occurs. To support the development of these personal factors, professional development programs should be systematically designed to build confidence, provide hands-on mastery experiences, and reinforce positive beliefs. Rather than being treated as predictors in their own right, these elements should be understood as structured pathways for strengthening the attitudes and self-efficacy that drive outdoor teaching practice. Full article

Background: Self-efficacy is an important psychological factor for healthy aging, but how long-term sport participation builds self-efficacy in older adults is not fully understood. This study explored how playing tennis for many years shapes self-efficacy in older South Korean adults and identified the key mechanisms. Methods: In-depth interviews were conducted with 11 older male adults (aged 65–75 years) who had played tennis for 15–25 years and remained active at least twice per week. Participants were recruited from tennis clubs in South Korea through purposive sampling. Data were analyzed using Braun and Clarke’s reflexive thematic analysis. Results: Four themes emerged. (1) Mastery Through Progressive Achievement: gradual skill development and competitive success were perceived to support confidence that extended beyond the tennis court; (2) Social Embeddedness and Collective Efficacy: peer encouragement and observing similar others succeed were described as supporting participants’ belief in their own capabilities; (3) Physical Vitality as Confidence Foundation: sustained physical fitness and functional independence derived from tennis participation were perceived to support broader self-confidence in daily life; and (4) Mental Resilience and Cognitive Engagement: the strategic demands of tennis and its stress-relieving effects may contribute to psychological resilience and a continued sense of purpose in later life. Conclusions: Long-term tennis participation was perceived to support self-efficacy through multiple interconnected pathways consistent with Bandura’s social cognitive theory. These findings suggest that structured, community-based tennis programs may contribute to supporting psychological well-being and promoting healthy aging in rapidly aging societies. Full article