Teachers navigating distance learning during COVID-19 without feeling emotionally exhausted: The protective role of self-efficacy.

The present study aimed to examine the promotive and protective role of general self-efficacy and positive self-concept in the context of the effects of early familial risk factors on children’s development of emotional problems from early to middle childhood. A total of 293 (T1; Mage = 2.81), 239 (T2; Mage = 3.76), and 189 (T3; Mage = 9.69) children from 25 childcare centers took part in the present study. Fourteen familial risk factors were assessed at T1 using an interview and a questionnaire that were administered to children’s primary caregivers. These 14 familial risk factors were used to compute a familial risk factors score. Primary caregivers also reported on their children’s emotional problems at T2 and T3 and on their children’s general self-efficacy at T2. Children reported on their positive self-concept at T2. Results showed that early familial risk factors were positively associated with emotional problems in the short and long term, although the long-term effect was small and non-significant. Further, the pattern of effect sizes of both promotive and protective effects of general self-efficacy as well as positive self-concept was found to be consistent in the short term. However, in the long term, no consistent support for either the promotive or the protective role of general self-efficacy or positive self-concept was found. These results suggest that general self-efficacy and positive self-concept might contribute to promote mental health and to protect from undesired effects of familial risk factors in the short term. Possible reasons for a lack of long-term effects are discussed along with practical implications.

Download Full-text

Does the End Justify the Means? The Role of Organizational Communication among Work-from-Home Employees during the COVID-19 Pandemic

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18083933 ◽

2021 ◽

Vol 18 (8) ◽

pp. 3933

Author(s):

Margherita Zito ◽

Emanuela Ingusci ◽

Claudio G. Cortese ◽

Maria Luisa Giancaspro ◽

Amelia Manuti ◽

...

Keyword(s):

Organizational Communication ◽

Self Efficacy ◽

Early Stage ◽

Protective Role ◽

Structural Equations ◽

Current Crisis ◽

Personal Resource ◽

Physical Disorders ◽

Working Processes

During the first months of 2020, the world, and Italy at an early stage, went through the Covid-19 emergency that had a great impact on individual and collective health, but also on working processes. The mandatory remote working and the constant use of technology for employees raised different implications related to technostress and psycho-physical disorders. This study aimed to detect, in such a period of crisis and changes, the role of organizational communication considering the mediating role of both technostress and self-efficacy, with psycho-physical disorders as outcome. The research involved 530 workers working from home. A Structural Equations Model was estimated, revealing that organizational communication is positively associated with self-efficacy and negatively with technostress and psycho-physical disorders. As mediators, technostress is positively associated with psycho-physical disorders, whereas self-efficacy is negatively associated. As regards mediated effects, results showed negative associations between organizational communication and psycho-physical disorders through both technostress and self-efficacy. This study highlighted the potential protective role of organizational communication that could buffer the effect of technostress and enhance a personal resource, self-efficacy, which is functional to the reduction of psycho-physical disorders. This study contributed to literature underlying the role of communication in the current crisis and consequent reorganization of the working processes.

Download Full-text

“Yes, I Can”: the protective role of personal self-efficacy in hindering counterproductive work behavior under stressful conditions

Anxiety Stress & Coping ◽

10.1080/10615806.2014.969718 ◽

2014 ◽

Vol 28 (5) ◽

pp. 479-499 ◽

Cited By ~ 17

Author(s):

Roberta Fida ◽

Marinella Paciello ◽

Carlo Tramontano ◽

Claudio Barbaranelli ◽

Maria Luisa Farnese

Keyword(s):

Self Efficacy ◽

Counterproductive Work Behavior ◽

Protective Role ◽

Work Behavior

Download Full-text

Cognitive Vulnerability to Depressive Symptoms in Children: The Protective Role of Self-efficacy Beliefs in a Multi-Wave Longitudinal Study

Journal of Abnormal Child Psychology ◽

10.1007/s10802-013-9765-5 ◽

2013 ◽

Vol 42 (1) ◽

pp. 137-148 ◽

Cited By ~ 18

Author(s):

Patrizia Steca ◽

J. R. Z. Abela ◽

D. Monzani ◽

A. Greco ◽

N. A. Hazel ◽

...

Keyword(s):

Depressive Symptoms ◽

Longitudinal Study ◽

Self Efficacy ◽

Cognitive Vulnerability ◽

Efficacy Beliefs ◽

Protective Role

Download Full-text

Procrastination in Blended Learning The Role of General Self-efficacy, and Active and Passive Procrastination

International Journal of Research in E-learning ◽

10.31261/ijrel.2019.5.2.04 ◽

2019 ◽

Vol 5 (2) ◽

pp. 49-65

Author(s):

Elżbieta Sanecka

Keyword(s):

Distance Learning ◽

Blended Learning ◽

Self Efficacy ◽

The Self ◽

Learning Activities ◽

Academic Procrastination ◽

University Course ◽

General Self Efficacy ◽

Negative Link

Despite the growing empirical interest in academic procrastination in the distance learning, there are only limited studies on the determinants of this phenomenon in the blended learning programmes. The present study investigates the relationships between general self-efficacy, two types of procrastination (active and passive procrastination), and the behavioural tendency to postpone learning activities in a blended learning university course using Moodle platform. Results indicate that passive procrastination is strongly positively associated with procrastination in blended learning, while perceived self-efficacy and active procrastination are unrelated to the self-reported task delays during the blended learning course. In addition, the negative link between the reported number of previous completed blended-learning courses and procrastination in blended learning is observed. Practical and theoretical implications of these findings for a blended learning environment are discussed.

Download Full-text