21 recherche sur le mot-clé 'Self-efficacy'

Self-efficacy and burnout in teachers of students with autism spectrum disorder / Emilie BOUJUT in Research in Autism Spectrum Disorders, 36 (April 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 36 (April 2017) . - p.8-20 Titre : Self-efficacy and burnout in teachers of students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emilie BOUJUT, Auteur ; Maria POPA-ROCH, Auteur ; Emilie-Anne PALOMARES, Auteur ; Annika DEAN, Auteur ; Emilie CAPPE, Auteur Article en page(s) : p.8-20 Langues : Anglais (eng) Mots-clés : Self-efficacy  Burnout  Autism spectrum disorder  School inclusion  Mediation  Teachers Index. décimale : PER Périodiques Résumé : Inclusion in schools of students with autism spectrum disorder (ASD) is a source of stress for teachers and requires a certain amount of adaptation to deal with it. The effects of perceived self-efficacy on burnout in professionals have been substantiated but the indirect effects, mediated by transactional processes of stress and coping, have never been explored in this specific context. This study aims to test the mediating effect of perceived stress and coping strategies on the relationship between perceived self-efficacy and burnout. Method A sample of 203 teachers of students with ASD filled out four self-report questionnaires measuring perceived self-efficacy, perceived stress, coping strategies, and burnout. A multiple mediation analysis was carried out using the bootstrap procedure. Results After controlling for the direct effect of perceived self-efficacy on burnout, the indirect effects through transactional processes were significant. The lower the teachers’ feeling of self-efficacy, the more they implemented emotion-focused coping strategies, which predict higher burnout in all three of its dimensions. Moreover, the lower the teachers’ feeling of self-efficacy, the more they perceived the stressful situation in question as a threat or loss, perceptions that generate more emotional exhaustion. These results enable us to formulate some ideas for improving both the wellbeing of teachers working with students with ASD and the management of such students, and thus their learning abilities and wellbeing in school. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Self-efficacy and burnout in teachers of students with autism spectrum disorder [Texte imprimé et/ou numérique] / Emilie BOUJUT, Auteur ; Maria POPA-ROCH, Auteur ; Emilie-Anne PALOMARES, Auteur ; Annika DEAN, Auteur ; Emilie CAPPE, Auteur . - p.8-20. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 36 (April 2017) . - p.8-20 Mots-clés : Self-efficacy  Burnout  Autism spectrum disorder  School inclusion  Mediation  Teachers Index. décimale : PER Périodiques Résumé : Inclusion in schools of students with autism spectrum disorder (ASD) is a source of stress for teachers and requires a certain amount of adaptation to deal with it. The effects of perceived self-efficacy on burnout in professionals have been substantiated but the indirect effects, mediated by transactional processes of stress and coping, have never been explored in this specific context. This study aims to test the mediating effect of perceived stress and coping strategies on the relationship between perceived self-efficacy and burnout. Method A sample of 203 teachers of students with ASD filled out four self-report questionnaires measuring perceived self-efficacy, perceived stress, coping strategies, and burnout. A multiple mediation analysis was carried out using the bootstrap procedure. Results After controlling for the direct effect of perceived self-efficacy on burnout, the indirect effects through transactional processes were significant. The lower the teachers’ feeling of self-efficacy, the more they implemented emotion-focused coping strategies, which predict higher burnout in all three of its dimensions. Moreover, the lower the teachers’ feeling of self-efficacy, the more they perceived the stressful situation in question as a threat or loss, perceptions that generate more emotional exhaustion. These results enable us to formulate some ideas for improving both the wellbeing of teachers working with students with ASD and the management of such students, and thus their learning abilities and wellbeing in school. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Self-efficacy as a mediator between involvement in intervention and quality of life in parents of children and adolescents with autism spectrum disorder / Chiara FANTE in Research in Autism Spectrum Disorders, 113 (May 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 113 (May 2024) . - p.102351 Titre : Self-efficacy as a mediator between involvement in intervention and quality of life in parents of children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chiara FANTE, Auteur ; Andrea ZAGARIA, Auteur ; Barbara DIONI, Auteur ; Cinzia RAFFIN, Auteur ; Francesca CAPELLI, Auteur ; Tommaso MANARI, Auteur ; Vittorio LENZO, Auteur ; Raffaele DE LUCA PICIONE, Auteur ; Alessandro MUSETTI, Auteur Article en page(s) : p.102351 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Quality of life  Self-efficacy  Parental involvement in intervention Index. décimale : PER Périodiques Résumé : Previous studies have suggested that increased parental involvement in intervention for children with autism spectrum disorders (ASD) may be associated with improved parental Quality of Life (QoL). This study investigates the mediating role of parental self-efficacy in the relationship between involvement in intervention and QoL in parents of children and adolescents with ASD. One hundred and eighty-eight parents provided self-reported measures regarding demographics, involvement in intervention, self-efficacy, child?s functioning and QoL (i.e., overall QoL and ASD symptoms-related QoL). After controlling for child?s functioning, structural equation modelling showed that (a) self-efficacy partially mediates the association between direct involvement in intervention and overall QoL, b) after accounting for the mediator,a negative association emerges between direct involvement in intervention and overall QoL (i.e., suppression effect), (c) self-efficacy fully mediates the association between direct involvement in intervention and ASD symptoms-related QoL, (d) self-efficacy fully mediates the association between indirect involvement in intervention and ASD symptoms-related QoL. These findings extend previous literature by revealing the key role of parental self-efficacy, and are relevant to designing interventions aimed at supporting and improving family adaptation processes. En ligne : https://doi.org/10.1016/j.rasd.2024.102351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Self-efficacy as a mediator between involvement in intervention and quality of life in parents of children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Chiara FANTE, Auteur ; Andrea ZAGARIA, Auteur ; Barbara DIONI, Auteur ; Cinzia RAFFIN, Auteur ; Francesca CAPELLI, Auteur ; Tommaso MANARI, Auteur ; Vittorio LENZO, Auteur ; Raffaele DE LUCA PICIONE, Auteur ; Alessandro MUSETTI, Auteur . - p.102351. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102351 Mots-clés : Autism spectrum disorder  Quality of life  Self-efficacy  Parental involvement in intervention Index. décimale : PER Périodiques Résumé : Previous studies have suggested that increased parental involvement in intervention for children with autism spectrum disorders (ASD) may be associated with improved parental Quality of Life (QoL). This study investigates the mediating role of parental self-efficacy in the relationship between involvement in intervention and QoL in parents of children and adolescents with ASD. One hundred and eighty-eight parents provided self-reported measures regarding demographics, involvement in intervention, self-efficacy, child?s functioning and QoL (i.e., overall QoL and ASD symptoms-related QoL). After controlling for child?s functioning, structural equation modelling showed that (a) self-efficacy partially mediates the association between direct involvement in intervention and overall QoL, b) after accounting for the mediator,a negative association emerges between direct involvement in intervention and overall QoL (i.e., suppression effect), (c) self-efficacy fully mediates the association between direct involvement in intervention and ASD symptoms-related QoL, (d) self-efficacy fully mediates the association between indirect involvement in intervention and ASD symptoms-related QoL. These findings extend previous literature by revealing the key role of parental self-efficacy, and are relevant to designing interventions aimed at supporting and improving family adaptation processes. En ligne : https://doi.org/10.1016/j.rasd.2024.102351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Brief Report: Improving Employment Interview Self-efficacy Among Adults with Autism and Other Developmental Disabilities Using Virtual Interactive Training Agents (ViTA) / Shanna L. BURKE in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.741-748 Titre : Brief Report: Improving Employment Interview Self-efficacy Among Adults with Autism and Other Developmental Disabilities Using Virtual Interactive Training Agents (ViTA) Type de document : Texte imprimé et/ou numérique Auteurs : Shanna L. BURKE, Auteur ; Tan LI, Auteur ; Adrienne GRUDZIEN, Auteur ; Stephanie GARCIA, Auteur Article en page(s) : p.741-748 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Employment  Intellectual disabilities  Interviewing  Self-efficacy  Virtual interactive training agents Index. décimale : PER Périodiques Résumé : This study evaluated the measurable impact of the use of virtual interactive training agents (ViTA) as a way to practice interviewing and gain confidence in responding to questions asked during job interviews. Of the total participants (n?=?153), the majority were male (72.55%) with an average age of 21.71 years old (SD?=?3.14 years). Autism spectrum disorders (ASDs; 64.71%) and intellectual disability (40%) were the most frequently reported diagnoses. Using a within-subjects repeated measures design, the repeated measures linear regression analysis found that the average self-efficacy score increased by 0.31 (p?=?0.002), and statistically significant increases were found in all three subscales. Further development of virtual reality interventions like ViTA, that improve outcomes for adults with ASDs and other developmental disabilities, is warranted. En ligne : http://dx.doi.org/10.1007/s10803-020-04571-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Brief Report: Improving Employment Interview Self-efficacy Among Adults with Autism and Other Developmental Disabilities Using Virtual Interactive Training Agents (ViTA) [Texte imprimé et/ou numérique] / Shanna L. BURKE, Auteur ; Tan LI, Auteur ; Adrienne GRUDZIEN, Auteur ; Stephanie GARCIA, Auteur . - p.741-748. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.741-748 Mots-clés : Autism spectrum disorders  Employment  Intellectual disabilities  Interviewing  Self-efficacy  Virtual interactive training agents Index. décimale : PER Périodiques Résumé : This study evaluated the measurable impact of the use of virtual interactive training agents (ViTA) as a way to practice interviewing and gain confidence in responding to questions asked during job interviews. Of the total participants (n?=?153), the majority were male (72.55%) with an average age of 21.71 years old (SD?=?3.14 years). Autism spectrum disorders (ASDs; 64.71%) and intellectual disability (40%) were the most frequently reported diagnoses. Using a within-subjects repeated measures design, the repeated measures linear regression analysis found that the average self-efficacy score increased by 0.31 (p?=?0.002), and statistically significant increases were found in all three subscales. Further development of virtual reality interventions like ViTA, that improve outcomes for adults with ASDs and other developmental disabilities, is warranted. En ligne : http://dx.doi.org/10.1007/s10803-020-04571-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Do participation and self-efficacy of mothers to children with ASD predict their children’s participation? / Michal AVRECH BAR in Research in Autism Spectrum Disorders, 24 (April 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 24 (April 2016) . - p.1-10 Titre : Do participation and self-efficacy of mothers to children with ASD predict their children’s participation? Type de document : Texte imprimé et/ou numérique Auteurs : Michal AVRECH BAR, Auteur ; Limor SHELEF, Auteur ; Orit BART, Auteur Article en page(s) : p.1-10 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Participation  Mothers  Self-efficacy Index. décimale : PER Périodiques Résumé : Abstract Having a child with an autism spectrum disorder (ASD) affects family life balance and may have an impact on the mother’s participation in everyday activities. The purpose of this study was to measure the contribution of group membership (having or not having autism) and maternal factors (self-efficacy and participation) to the participation of children with ASD in everyday situations. Thirty mothers of children with ASD and 30 mothers of children with typical development participated in this study. Their children’s age ranged from 4 to 6 years (mean age = 4.98). Mothers completed measures of their own and their child’s participation, as well as their maternal self-efficacy. The group membership was found to be the main predictor of child participation. In addition, mothers’ participation and self-efficacy explain the notable proportion of child’s participation. Results may provide new information on child participation and its reliance on mothers’ participation and self-efficacy. This may support implementing a family-centered approach to intervention that includes close attention to mothers’ self-efficacy and participation in a variety of activities to increase their satisfaction and enjoyment, as well as promote their child’s participation. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 [article] Do participation and self-efficacy of mothers to children with ASD predict their children’s participation? [Texte imprimé et/ou numérique] / Michal AVRECH BAR, Auteur ; Limor SHELEF, Auteur ; Orit BART, Auteur . - p.1-10. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 24 (April 2016) . - p.1-10 Mots-clés : Autism spectrum disorder  Participation  Mothers  Self-efficacy Index. décimale : PER Périodiques Résumé : Abstract Having a child with an autism spectrum disorder (ASD) affects family life balance and may have an impact on the mother’s participation in everyday activities. The purpose of this study was to measure the contribution of group membership (having or not having autism) and maternal factors (self-efficacy and participation) to the participation of children with ASD in everyday situations. Thirty mothers of children with ASD and 30 mothers of children with typical development participated in this study. Their children’s age ranged from 4 to 6 years (mean age = 4.98). Mothers completed measures of their own and their child’s participation, as well as their maternal self-efficacy. The group membership was found to be the main predictor of child participation. In addition, mothers’ participation and self-efficacy explain the notable proportion of child’s participation. Results may provide new information on child participation and its reliance on mothers’ participation and self-efficacy. This may support implementing a family-centered approach to intervention that includes close attention to mothers’ self-efficacy and participation in a variety of activities to increase their satisfaction and enjoyment, as well as promote their child’s participation. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283

Exploring social cognition and romantic self-efficacy in autistic young adults: Better social awareness is associated with lower confidence / Isabella SCHICHTER in Research in Autism Spectrum Disorders, 118 (October 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 118 (October 2024) . - 102466 Titre : Exploring social cognition and romantic self-efficacy in autistic young adults: Better social awareness is associated with lower confidence Type de document : Texte imprimé et/ou numérique Auteurs : Isabella SCHICHTER, Auteur ; Nicole NADWODNY, Auteur ; Brooke H. KOHN, Auteur ; Dhruval THAKKAR, Auteur ; David W. PANTALONE, Auteur ; Susan FAJA, Auteur Article en page(s) : 102466 Langues : Anglais (eng) Mots-clés : Autism  Social Cognition  Self-efficacy  Perceived knowledge  Dating  Romantic Relationships Index. décimale : PER Périodiques Résumé : Background Despite misconceptions, autistic young adults are interested in romantic relationships (Fernandes et al., 2016, Hancock, Stokes, & Mesibov, 2019, Mehzabin and Stokes, 2011). Research is needed to better understand how the social characteristics of autism impact romantic relationship experiences, knowledge of sexual health, and confidence in one?s own abilities. Social cognition skills are linked to functioning in interpersonal relationships and are important for understanding the mental states of others. The present research aims to explore the intersections among social cognition skills, romantic self-efficacy, perceived knowledge, and dating outcomes. We hypothesize that social cognition level, self-efficacy, perceived knowledge, and romantic relationship outcomes will be positively related. Method Verbal autistic young adults (N = 31) aged 18-26 years participated in a study aimed at investigating the romantic experiences of young autistic adults. Participants completed questionnaires on self-efficacy and perceived knowledge, as well as a battery of social cognition tasks, including assessments of spontaneous and non-spontaneous social cognition. Results Spontaneous social cognition was negatively correlated with both relationship self-efficacy and perceived knowledge. Perceived knowledge, actual knowledge, and self-efficacy were positively correlated with each other. Conclusion This exploratory study was the first of which we are aware to demonstrate that autistic adults with stronger spontaneous social awareness are less confident of their sexual knowledge and abilities in romantic relationships than autistic adults with weaker spontaneous awareness. These findings suggest social cognitive tasks could be useful in assessing the specific sexual and romantic health-education needs of young autistic adults. En ligne : https://doi.org/10.1016/j.rasd.2024.102466 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Exploring social cognition and romantic self-efficacy in autistic young adults: Better social awareness is associated with lower confidence [Texte imprimé et/ou numérique] / Isabella SCHICHTER, Auteur ; Nicole NADWODNY, Auteur ; Brooke H. KOHN, Auteur ; Dhruval THAKKAR, Auteur ; David W. PANTALONE, Auteur ; Susan FAJA, Auteur . - 102466. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 118 (October 2024) . - 102466 Mots-clés : Autism  Social Cognition  Self-efficacy  Perceived knowledge  Dating  Romantic Relationships Index. décimale : PER Périodiques Résumé : Background Despite misconceptions, autistic young adults are interested in romantic relationships (Fernandes et al., 2016, Hancock, Stokes, & Mesibov, 2019, Mehzabin and Stokes, 2011). Research is needed to better understand how the social characteristics of autism impact romantic relationship experiences, knowledge of sexual health, and confidence in one?s own abilities. Social cognition skills are linked to functioning in interpersonal relationships and are important for understanding the mental states of others. The present research aims to explore the intersections among social cognition skills, romantic self-efficacy, perceived knowledge, and dating outcomes. We hypothesize that social cognition level, self-efficacy, perceived knowledge, and romantic relationship outcomes will be positively related. Method Verbal autistic young adults (N = 31) aged 18-26 years participated in a study aimed at investigating the romantic experiences of young autistic adults. Participants completed questionnaires on self-efficacy and perceived knowledge, as well as a battery of social cognition tasks, including assessments of spontaneous and non-spontaneous social cognition. Results Spontaneous social cognition was negatively correlated with both relationship self-efficacy and perceived knowledge. Perceived knowledge, actual knowledge, and self-efficacy were positively correlated with each other. Conclusion This exploratory study was the first of which we are aware to demonstrate that autistic adults with stronger spontaneous social awareness are less confident of their sexual knowledge and abilities in romantic relationships than autistic adults with weaker spontaneous awareness. These findings suggest social cognitive tasks could be useful in assessing the specific sexual and romantic health-education needs of young autistic adults. En ligne : https://doi.org/10.1016/j.rasd.2024.102466 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Family hardiness, social support, and self-efficacy in mothers of individuals with Autism Spectrum Disorders / Jonathan A. WEISS in Research in Autism Spectrum Disorders, 7-11 (November 2013)  

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Fathers of children with autism spectrum disorder: Their perceptions of paternal role a predictor of caregiving satisfaction, self-efficacy and burden / Nicola RUDELLI in Research in Autism Spectrum Disorders, 83 (May 2021)  

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Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany / Sandra HANS ; Thamar VOSS in Autism, 28-8 (August 2024)  

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Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder / Abigail M. A. LOVE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

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Parenting knowledge and parenting self-efficacy of mothers with borderline personality disorder and depression: "I know what to do but think I am not doing it" / Fiona MACCALLUM ; Marc H. BORNSTEIN ; Matthew BROOME ; Dieter WOLKE in Development and Psychopathology, 36-2 (May 2024)  

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