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Start Over Search Limiters Academic (Peer-Reviewed) Journals Topic self-efficacy
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1. Development and Psychometric Evaluation of the Diabetes Self-Efficacy Scale.

Author

Grinslade, Susan, Paper, Bruce, Hongjuan Jing, and Quinn, Laurie

Subjects
STATISTICAL correlation, PEOPLE with diabetes, DISCRIMINANT analysis, EXPERIMENTAL design, FACTOR analysis, RESEARCH methodology, READABILITY (Literary style), RESEARCH evaluation, SCALE analysis (Psychology), SELF-efficacy, STATISTICAL reliability, PREDICTIVE validity, MULTITRAIT multimethod techniques, RESEARCH methodology evaluation, DESCRIPTIVE statistics
Abstract

Background and Purpose: No scales measure self-efficacy in women with Type 2 diabetes. A scale was developed and tested. Methods: Items generated, content validity index (CVI) assessed by experts, the 2-part Diabetes Self-Efficacy Scale (DSLF-I and DSLF-II) was piloted with 62 women, administered to 208 women, and then readministered to 30 women to determine initial reliability. Factor analysis was conducted for construct validity. Discriminant, convergent, and predictive validity was examined. Results: The CVI index was 98%. Cronbach's alphas were 0.88 (DSLF-I) and 0.82 (DSLF-II; pilot) and 0.87 and 0.86, respectively (main study); test-retest correlation was .60 (DSLF-I) and .69 (DSLF-II). There were 3 factors that emerged: diabetes knowledge of self-care activity, diabetes diet self-care, and diabetes medication self-care. Conclusions: The Diabetes Self-Efficacy Scale demonstrates good initial reliability and validity. [ABSTRACT FROM AUTHOR]

Published
2015
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2. Learning by Thinking: How Reflection Aids Performance

Author

Francesca Gino, Giada Di Stefano, Bradley R. Staats, Gary P. Pisano, Groupement de Recherche et d'Etudes en Gestion à HEC (GREGH), Ecole des Hautes Etudes Commerciales (HEC Paris)-Centre National de la Recherche Scientifique (CNRS), HEC Paris Research Paper Series, and Haldemann, Antoine

Subjects
History, knowledge, Knowledge management, Polymers and Plastics, Experiential learning, Industrial and Manufacturing Engineering, Task (project management), Knowledge creation, Pedagogy, Relevance (information retrieval), Business and International Management, Reflection (computer graphics), Microfoundations, Self-efficacy, learning, Mechanism (biology), business.industry, Cognition, causal ambiguity, General Medicine, field experiment, Organizational learning, [SHS.GESTION]Humanities and Social Sciences/Business administration, [SHS.GESTION] Humanities and Social Sciences/Business administration, business, Psychology, codification, self-efficacy, Cognitive psychology
Abstract

In this paper, we build on research on the microfoundations of strategy and learning processes to study the individual underpinnings of organizational learning. We argue that once an individual has accumulated a certain amount of experience with a task, the benefit of accumulating additional experience is inferior to the benefit of deliberately articulating and codifying the experience accumulated in the past. We explain the superior performance outcomes associated with such deliberate learning efforts using both a cognitive (improved task understanding) and an emotional (increased self-efficacy) mechanism. We study the proposed framework by means of a mixed-method experimental design that combines the reach and relevance of a field experiment with the precision of two laboratory experiments. Our results support the proposed theoretical framework and bear important implications from both a theoretical and practical viewpoint.

Published
2014