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The purpose of this paper is to follow the call of researchers to take intrapersonal resources into account when trying to understand the influence of interpersonal resources by investigating the interplay of social support and self-efficacy in predicting job performance of people with disabilities.

Data were collected in an Israeli call center employing mostly people with disabilities. The independent and moderator variables were assessed by an employee survey. To avoid common source bias, job performance was rated by the supervisors four weeks after conducting the survey. Hierarchical regression analysis was used to test the hypotheses.

The first main effect hypothesis, stating a positive relationship between social support and job performance was conditionally supported (p=0.06). The relationship between self-efficacy and job performance did not gain support. In line with the extended support buffer hypothesis, the job performance of low self-efficacious employees increased with higher levels of social support. The interference hypothesis, postulating a negative effect of social support under the condition of high levels of self-efficacy, was not supported.

The results indicate that employees with disabilities differ in the level of social support they need in order to reach high levels of job performance. Instead of a one-size-fits-all-approach, organizations should take individual levels of self-efficacy into account and offer support accordingly in order to unleash the full working potential.

This is the first known empirical investigation examining the role of individual differences in the need of social support among employees with disabilities.

With regard to their utility in predicting the adoption of household hazard preparations, traditional approaches to public education directed at increasing awareness and/or risk perception have proven ineffective. Discusses reasons why this may have occurred from public education, vulnerability analysis, and community resilience perspectives and outlines strategies for enhancing preparedness. Describes a model of resilience to hazard effects that has been tested in different communities and for different hazards (toxic waste, environmental degradation and volcanic hazards). Drawing upon the health education literature, introduces a model for promoting the adoption on preparatory behaviour. Discusses links between these models, and the need for their implementation within a community development framework.

The purpose of the study is to explore the interrelation between internal factors of learners and the external environment. The results of this study help to design a learning environment that improves students' self-efficacy and consequently self-regulated learning (SRL) behaviors of students.

The study adopts a quantitative approach to explore the relationship between learner's self-efficacy, self-regulation behavior and three factors in the online learning environment: course design, learning activities and relationship with instructors and peers. Participants of the study are 350 students in two universities in Vietnam.

The study finds that factors in the learning environment namely course design, learning activities and relationship within class significantly affect students' self-regulation. Moreover, results show that students' self-efficacy plays the mediating role in the relationship between learning environment and self-regulation.

Samples are taken by convenience sampling method, which may lead to sampling bias, and results may, to some extent, be misleading. The study was conducted in only two universities with limited student populations. A larger sample of students from other institutions may contribute to a better explanation of the relationships.

The study has a practical implication of contributing to the limited understanding of learners in an underdeveloped-research country context. The study also implies necessary changes to the long-standing, prevalent yet ineffective teaching and learning style.

The study calls for a renovation in the nation's traditional educational practices, having a social implication of creating a learning environment beneficial for learners.

This study is the first to investigate the impact of online learning environment and students' internal factors on their learning behaviors in Vietnam. The study is among the very few empirical research studies on the country's education generally and on self-regulation specifically, contributing to better understanding of learning experiences and the improvement of teaching.

Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admission and attendance and influential programs and supports. Recommendations for school counselors helping black males are included.

The authors used a narrative approach to illustrate the stories and experiences captured by the three young men who participated in the study. Hays and Singh (2012) suggested using a narrative approach for telling the stories of marginalized groups. IPA (Smith, 1996) was the approach used to identify superordinate themes, because the authors wanted to better understand the participants’ K-16 experiences. As a qualitative approach, IPA provides detailed examinations of personal lived experiences on its own terms rather than pre-existing theoretical preconceptions.

The participants’ accounts clustered around three superordinate themes: perceived benefits to college, barriers to college admission and attendance and influential programs and supports.

Although there are studies that provide insight on the factors that impact first-generation, black men’s success in attending college, there are few studies that have used a strengths-based perspective to investigate key experiences that lead to college enrollment. Those experiences that lead first-generation black male to attend college are pivotal and provide insight into important points of intervention and support. School counselors and other educators can use these insights to inform practices and the creation of supports for black men in their respective schools.

The purpose of this study is to respond to calls to increase levels of theory application and extend understanding beyond individuals ensuring social and structural environmental considerations are taken into account. Social cognitive theory (SCT) was applied across two settings to examine its potential to explain breakfast eating frequency.

A cross-sectional survey was conducted in two institutional feeding populations [military (n = 314) and mining (n = 235)]. Participants reported key SCT constructs including breakfast eating behaviour (self-efficacy, skills, practice), cognitive aspects (knowledge, attitude, expectations) and their perceptions regarding environmental constructs (access, social norms, influence). These were measured and analysed through SPSS and structural equation modelling (SEM).

Results indicated that 71% males and 90% females in the military do not eat breakfast at work, and in the mining, 23% males and 24% of females do not eat breakfast at work. Furthermore, SEM modelling found only a satisfactory fit for SCT as operationalised in this study. Within the models, behavioural aspects of self-efficacy, skills and practice were significant influences on breakfast eating. Cognitive influences and perceptions of environmental influences exerted little to no effect on breakfast eating. Study results indicate that SCT, as measured in this study using a selection of environment, cognitive and behavioural constructs, does not offer sufficient explanatory potential to explain breakfast eating behaviour.

The value of this paper is to deliver a complete application of Social Cognitive Theory, ensuring multiple constructs are measured to examine the explanatory behaviour of breakfast eating frequency in workplace institutional settings.

The purpose of this paper is to explore the ways in which external subject-specific mentoring can influence the professional identity construction of early career physics teachers (ECPT).

The methodology evolved from the evaluation of a mentoring project, involving semi-structured interviews with a number of early career teachers. Responses from 18 teachers, which related to the impact of the mentoring relationship on their professional identity development, were subject to a process of iterative thematic coding in the context of interpretative repertoires via a collaborative “developmental dialogue” between the managers of the mentoring project and its external evaluators.

The analysis of participants’ responses suggested that the nature of the relationship between early career teacher and mentor played a role in the emergence, or suppression, of their professional identities as physics teachers at the start of their teaching careers. In some cases, mentoring provision was little short of a “lifeline” for the teachers.

Mentors need the opportunity to develop their professional practice and identity through contact with the community of teacher educators. The practice of training, mentoring and coaching teachers should be valued at least as much as teaching itself and should be recognised as its own professional practice.

This study builds on a number of well-established pieces of research and concepts relating to the challenges facing early career teachers and their professional identity construction. It provides insight into the challenges facing ECPTs specifically, which includes the risk of isolation and unrealistic expectations from colleagues. It not only confirms the merits of external mentoring, but also demonstrates the significant responsibility, which comes with the mentor’s role and the negative impact on teachers’ professional identity construction caused by deficiencies in mentoring.

Entrepreneurship education is rapidly growing, both in the number of schools offering programs and in the range of courses. But, survey data shows that entrepreneurship education is more likely to focus on how to evaluate business opportunities, write a business plan, present a proposal to investors, and conduct analytical exercises to determine value. The success of a venture begins with the entrepreneur, and as students become entrepreneurs, they will need to wear a variety of “hats” and serve as the primary finance, marketing, human resources, and operations person. High self-efficacy, emotional intelligence, and well-developed interpersonal skills have been shown to equate to a firmʼs success.These skills are rarely polished and perfected in the classroom. But, because they are so critical, more concentration on their development is needed in the entrepreneurship curriculum. This article presents the case and provides a model for developing “Use of Self” skills in the entrepreneurship classroom.

Procrastination is regularly presented as a behavior to avoid, but this paper argues that individuals who strategically engage in procrastination may experience unique performance benefits that non-procrastinators do not. The purpose of this paper is to present a balanced framework from which procrastination, beginning with a review of the procrastination performance literature and historical stance on the behavior, can be understood.

This paper presents and reviews the use of procrastination in organizations.

Our findings indicate that while procrastination can be dysfunctional, it can prove to be strategically valuable. To summarize, this paper recommends a holistic conceptualization of procrastination that refrains from value judgment and calls for rethinking the stigma associated with the behavior.

This paper highlights both the theoretical and practical importance of exploring the benefits of procrastination in an organizational context.

The purpose of this paper is to present a “moderated-mediation model” covering the nexus between entrepreneurial self-efficacy (ESE) and entrepreneurial intentions (EIs) by comparing an emerging market (China) and a mature market (Spain). By drawing on the theory of planned behaviour and self-efficacy, this study theorizes that entrepreneurial creativity (EC) and attitudes towards entrepreneurship (ATE) mediate the relationship between ESI and EIs; moreover, entrepreneurial education (EE) moderates these relationships.

This research employs a survey-based methodology and uses a 37-item questionnaire for a total sample of 808 student respondents from both countries. Further, the study employs the structural equation modelling and confirmatory factor analysis to test the proposed hypotheses.

The results indicate that EC and ATE positively mediate the relationship between ESI and EI. Further, with EE, individuals can efficiently develop EC to successfully nurture their EIs, regardless of their countries’ economic maturity.

Being able to identify the importance of EC and education for future entrepreneurs is of definite concern for all the business eco-system: from intentions of young entrepreneurs to governments; new levers, facilitators and approaches, e.g. policies will be able to be adopted.

This research provides valuable insights on the importance of EC and education in the determination of EIs in two very distinct markets for the first time.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.