The Relationship of Emotional Intelligence and Breastfeeding Self-Efficacy in Mothers in the Early Postpartum Period

2020 ◽  
Vol 15 (2) ◽  
pp. 103-108
Author(s):  
Hediye Karakoç ◽  
Özlem Mucuk ◽  
Hava Özkan
Keyword(s):  
Emotional Intelligence ◽  
Postpartum Period ◽  
Self Efficacy ◽  
Early Postpartum Period ◽  
Early Postpartum ◽  
Relationship Of ◽  
The Relationship

scholarly journals Breastfeeding self-efficacy and related factors during early postpartum period

2021 ◽  
Vol 40 (3) ◽  
pp. 216-225
Author(s):  
Şenay Topuz ◽  
Nuriye BÜYÜKKAYACI DUMAN ◽  
Gülzade Kuşoğlu Uysal ◽  
Dilek Öcalan
Keyword(s):  
Linear Regression ◽  
Multiple Linear Regression ◽  
Postpartum Period ◽  
Self Efficacy ◽  
Influential Factor ◽  
Family Type ◽  
Early Postpartum Period ◽  
Early Postpartum ◽  
The Status ◽  
Number Of Births

BACKGROUNDBreastfeeding self-efficacy (BSE) could be an indicator of the performance of mothers in breastfeeding during the immediate postpartum time period. The factor most affecting the duration and success of breastfeeding is the self-efficacy perception of the mothers. This study was carried out to determine the BSE and the factors related to it in the early postpartum period. METHODSA cross-sectional study was performed involving 264 mothers. Data were collected by using a questionnaire and the BSE scale (BSES). The questionnaire consisted of questions regarding descriptive characteristics (age, educational status, family type, income level, etc.) and obstetric characteristics regarding pregnancy, delivery and breastfeeding status (number of pregnancies, number of births, type of delivery, planned and desired pregnancy, birth weight, first breast-feeding time after birth, etc.). Simple and multiple linear regression were performed to examine factors related to BSE. RESULTSThe mean BSE score of the mothers participating in the study was 65.20 ± 9.3. Simple and multiple linear regression models indicated that significant determinants of BSE score include having nuclear family type, having social security, a greater number of pregnancies, a greater number of births, the status of antenatal visits in pregnancy, the status of getting information about breastfeeding, and short first breastfeeding time. Getting information about breastfeeding was the most influential factor of BSE (Beta=3.432; 95% CI : 32.771-51.626; p=0.000). CONCLUSIONSIn this study, getting information about breastfeeding was the most influential factor of BSE in the early postpartum period. A woman's level of breastfeeding self-efficacy should be determined during the early postpartum period.

scholarly journals The lactation process in primiparas in early postpartum period depending on the mode of delivery. The mode of delivery and the lactation process

2017 ◽  
Vol 16 (3) ◽  
pp. 34-41
Author(s):  
Magdalena Humaj-Grysztar ◽  
Monika Bobek ◽  
Dorota Matuszyk ◽  
Marzena Put
Keyword(s):  
Cesarean Section ◽  
Cesarean Delivery ◽  
Vaginal Delivery ◽  
Postpartum Period ◽  
Mode Of Delivery ◽  
Research Tool ◽  
Early Postpartum Period ◽  
Early Postpartum ◽  
Almost All ◽  
The Relationship

Abstract Aim. The aim of the study was to determine the relationship between the mode of delivery and the course of lactation in primiparas in early postpartum period. Material and methods. The research was conducted amongst 200 primiparas including 100 after vaginal delivery and 100 after cesarean section. The study was conducted with the method of diagnostic survey with the author’s original questionnaire as a research tool. Results. The women after vaginal delivery initiate breastfeeding earlier and more often find it successful (p < 0.001). Almost all the primiparas after cesarean delivery formula-fed their newborns (p < 0.001) and they started supplementary formula feeding earlier in comparison to women who had vaginal delivery (p < 0.001). Problem-free breastfeeding was declared by 15% of the respondents after vaginal delivery and 4% of those who had a cesarean section. Conclusions. The mode of delivery influences the lactation process. The primiparas after cesarean delivery had problems with breastfeeding more often than those after vaginal birth.

The mediating role of burnout on the relationship of emotional intelligence and self-efficacy with OCB and performance

2015 ◽  
Vol 38 (1) ◽  
pp. 2-28 ◽  
Author(s):  
Aaron Cohen ◽  
Mohamed Abedallah
Keyword(s):  
Emotional Intelligence ◽  
Organizational Citizenship Behavior ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Citizenship Behavior ◽  
Role Performance ◽  
Content Type ◽  
Relationship Of ◽  
The Relationship

Purpose – This study aims to examined the relationship between emotional intelligence (EI), self-efficacy and two outcome variables: in-role performance and organizational citizenship behavior (OCB). The study also examined whether burnout mediates this relationship. The target population included Arab teachers in Israel. Design/methodology/approach – A survey was performed. Usable questionnaires were returned by 221 teachers; therefore, the response rate was 88 per cent. Findings – Hierarchical linear models and mediation analyses showed that EI and self-efficacy are related to OCB, and in-role performance and burnout have a strong and negative relationship with the outcome variables. Mediation analysis using Preacher and Hayes’s (2004, 2008) approach showed that burnout mediates the relationship of EI and self-efficacy with the three outcome variables. Practical implications – The findings emphasize the role of the two personal variables examined here as important determinants of job performance and OCB, and demonstrate the importance of burnout in understanding OCB. Originality/value – This study will contribute to the literature on OCB and work performance by examining the rarely researched relationships between EI and self-efficacy, on the one hand, and between OCB and in-role performance, on the other. Further, this study will argue that burnout mediates the relationship between these personal and outcome variables.

scholarly journals Konsep-Diri, Kecerdasan Emosi Dan Efikasi-Diri

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Farid Yapono
Keyword(s):  
Emotional Intelligence ◽  
Multiple Regression ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Self Concept ◽  
Developmental Tasks ◽  
Positive Correlation ◽  
Research Findings ◽  
Relationship Of ◽  
The Relationship

Abstract. The research discusses the relationship of self-concept and emotional intelligence with self-efficacy. The study involved 100 students universities on Jombang East Java to complete scales of Global Self-efficacy (GS-E), self-concept and emotional intelligence. The data results of measurements were analyzed with multiple regression. The analysis showed: 1) there is a positive relationship between self-concept and emotional intelligence with self-efficacy, 2) there was no relationship between self-concept with self-efficacy, and 3) there is positive correlation between emotional inteligence with self-efficacy. Good development of emotional intelligence would increased of self-efficacy. The research findings are discussed in the perspective of developmental tasks of end adolescent.Keywords: self-efficacy, self-concept, emotional intelligence

scholarly journals THE RELATION BETWEEN PEDAGOGICAL COMPETENCE, EMOTIONAL INTELLIGENCE AND SELF EFFICACY OF TEACHERS

2017 ◽  
Vol 4 (1-1) ◽  
Author(s):  
Siti Rohimah
Keyword(s):  
Emotional Intelligence ◽  
Elementary School Teachers ◽  
Significant Relationship ◽  
Self Efficacy ◽  
School Teachers ◽  
Intelligence Scale ◽  
Pedagogical Competence ◽  
Relationship Of ◽  
The Relationship ◽  
Scale Data

The purpose of this study to determine: 1) the relationship of pedagogical competence and emotional intelligence and self-efficacy of teachers; 2) the relationship between the pedagogic competence with self-efficacy of teachers; 3) the relationship between emotional intelligence and self-efficacy of teachers; 4) donations or role pedagogic competence, emotional intelligence to the self-efficacy of teachers / study subjects are elementary school teachers in the district Jebres totalled 150 teachers. Collecting data using a scale of pedagogic competence, emotional intelligence scale, and self-efficacy scale. Data were analysed using regression analysis and stepwise two predictors. Based on the calculation, the correlation coefficient R = 0.739, F regression = 88.655; p = 0.000 (p <0.01). These results showed that there was a significant relationship between pedagogical competence, emotional intelligence and self-efficacy of teachers. Results rx1y correlation of R = 0.606, p = 0.000 (p <0.05). Meaning there is a very significant positive between pedagogical competences with self-efficacy of teachers. Correlation analysis rx2y of R = 0.714, p = 0.000 (p <0.05). Meaning there is a very significant positive emotional intelligence and self-efficacy of teachers. The conclusion of this study is that there was a significant relationship between pedagogical competence, emotional intelligence and self-efficacy of teachers. This means that variable pedagogical competence and emotional intelligence can be used as a predictor for predicting self-efficacy of teachers. The variable pedagogical competence contribute 15,3 % to variable self-efficacy while the variable emotional intelligence contribute 39,4%. Therefore structured training is needed to improve teacher’s quality especially in pedagogical competence area.

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