Hypothesis 5 No relationship exists by gender between Health Science students’ GSE scores and planning, implementing, and administering health education programs. No significant relationship was found by gender between Health Science students’ GSE scores and planning, implementing, and administering health education programs r = .05, p = .673. Hypothesis 6 No relationship exists by gender between Health Science students’ GSE scores and serving and communicating health education programs. No significant relationship was found by gender between Health Science students’ GSE scores and serving and communicating health education programs r = .161, p = .216. Hypothesis 7 No relationship exists by class between Health Science students’ GSE scores and assessing/evaluating health education programs. No significant relationship was found by class Health Science students’ GSE scores and assessing/evaluating health education programs r = -.023, p = .765. Hypothesis 8 No relationship exists by class between Health Science students’ GSE scores and planning, implementing, and administering health education programs.
who ran a race. They illustrated through their results that students who were “experientially-primed” with more running experience reported significantly higher levels of self-efficacy and desire to participate in physical activity compared to the students who were more “genetically-primed” in good physical condition (Beauchamp et al., 2011, p. 12). Self-Efficacy and the Social Cognitive Theory Albert Bandura’s 1963 social learning theory described three important influences on learning: imitation, reinforcement patterns, and self-control . In 1986, Bandura renamed the social learning theory, social cognitive theory (SCT) by adding the construct of Self-Efficacy. SCT (Bandura, 1986) has a core set of determinants through which knowledge and information is transferred into practice. The theory has nine constructs (Bandura, 2004) which support the application to andragogical learning. The nine constructs are: Knowledge-learning facts and gaining insights related to an action, idea, object, person, or situation. Outcome Expectancies-anticipation of the probable outcomes that would ensue as a result of engaging in the behavior under discussion Outcome Expectations-value a person places on the probable outcomes that result from performing a behavior. Situations Perception-how one perceives and interprets the environment around oneself. Environment-physical or social circumstances or conditions that surround a person
Appendix D General Self-Efficacy Scale (GSE) Group Study The following is a copy of the General Self-Efficacy Scale (GSE). Ralf Schwarzer and Matthias Jerusalem (as cited in Rimmi & Jerusalem, 1999). General Self-Efficacy Scale (GSE) Not at all True Barely True Moderately True Exactly True 1. I can manage to solve difficult problems if I try hard enough. 1 2 3 4 2. If someone opposes me, I can find means and ways to get what I want. 1 2 3 4 3. It is easy for me to stick to my aims and accomplish my goals. 1 2 3 4 4. I am confident that I could deal efficiently with unexpected events. 1 2 3 4 5. Thanks to my resourcefulness, I know how to handle unforeseen situations. 1 2 3 4 6. I can solve most problems if I invest the necessary effort. 1 2 3 4 7. I can remain calm when facing difficulties because I can rely on my coping abilities. 1 2 3 4 8. When I am confronted with a