CONTRUCT: HEALTHCARE AGAINST WOMEN AND CHILDREN ABUSE

WORKING TITLE: THE IMPACT OF ESTABLISHING A WOMEN AND CHILDREN PROTECTION UNIT AMONG
HEALTHCARE WORKERS IN OSPITAL NG LUNGSOD NG SAN JOSE

READINGS CONTEXT HOW INSTRUMENTS POPULATION THEORY SAMPLING RESULT

AO The main Test Children’s Self- Four expert item Albert Multi-stage Results of the study
No.2013,001 study Develop Efficacy validators (one Bandura’s Sampling revealed and
1 Revised developed a ment Scale (Bandura, certified Social validated the four
Policy on the scale that anchored 2006) for Educational Cognitive components,
Establishmen measures the on convergent Psychologist, one Theory Perceived control
t of Women academic Classical validity. Clinical and (PC), competence
& Their self-efficacy Test Psychologists, Reciprocal (C), persistence (P),
Children of Filipino Theory one Guidance Determini and self-regulated
Protection junior high was Counselor, and one sm Model learning domains as
Unit in all school used. High School (1997) domains of
Government students. Validity Principal), Academic Self-
Hospital. (Concurr 4,759 Filipino Self- efficacy for Filipino
Thru this ent and junior high school efficacy Junior High School
mandate to Converg students ages 11-16 (Bandura, Students.
all ent years old (3,909 1994; Convergent and
Government validity) participants, of Bandura, concurrent validity
Hospital, the and which 1,922 are 1997) that were employed
Ospital ng reliabilit males suggest that the
Lungsod ng y (49.2%) and 1,987 ASES-FJHS is a
San Jose has measures (50.8%) are valid and reliable
initiated the (split females from the measure. The Final
establishment half test, 20 public (10) Form validated
of its Women Cronbac and private (10) consists of 62 items.
and Children h alpha, high schools in
Protection Spearma Nueva Ecija. 1,845
Unit. n-Brown, (47.2%) of the
item- respondents came
 total and from public schools
Evaluation of domain- and 2,064 (52.8%)
WCPUs in total from
the correlati private schools. In
Philippines: on) were terms of
A employe representative per
Consultation d to the year level, 980
Towards the develope (25.1%) students
Enhancement d scales came from 7th
of on the grade, 969 (24.8%)
WCPUs in initial, students from
the prelimin 8th grade, 981
Philippines ( ary, and (25.1%) from 9th
Corazon P. final grade, and 979
Gonzalez forms. (25%) from 10th
Memorial Regressi grade.
Foundation, on and
Inc.) Confirm
atory
factor
analyses
were also
employe
d.
The major Pearson r Osteopathic 357 first-year Self- Purposive Study revealed that
Predictors of objective of analysis Medical Student Osteopathic efficacy sampling factors such as
research self- the study is to and Research Medical Student (Bandura, greater security in
efficacy in identify and Linear Questionnaire 1994;Band understanding
first-year assess the regressio (OMS-RQ) . ura, 1997) research, greater
osteopathic attitudes and n belief in ability to
medical factors that modeling The Revised conduct research,
students contributes to for Attitudes Toward feeling research was
(Jacobs, R. the Research finding Research Scale important in their
and Kane, Self-efficacy the used to measure future career, and
M.N., 2021) of predictor research self- wanting more
Osteopathic s of efficacy (2016) research education
medical research and opportunities
students. self- contributed to
efficacy Ability to greater Research
Conduct Research Self-Efficacy.
Scale (2018)
The main Used Self-developed 2167 first-year Social Multi-stage Quantitative and
Trajectories objectives of parallel test with focus on students (in which Cognitive Sampling Humanities self-
in the study are process Self-efficacy for 62% were female Theory efficacy of first year
quantitative the second- quantitative and 38% were (1997) college increased
and following: order subjects and self- male; students during the year.
humanities examine the latent efficacy for majoring in STEM Self-
self-efficacy development and humanities disciplines, 49.7% efficacy Women have higher
during the of college growth subjects, were women; of (Bandura, level of self-efficacy
first year of students' self- models Cronbach alpha those in non-STEM 1994; on humanities than
college efficacy in (specific ranges to .90-.96 or undeclared Bandura, men. Men on the
(Han, J., quantitative- ally majors, 67.2% 1997) other hand have
Usher, E. L., and parallel- were women) higher quantitative
and Brown, humanities- process self-efficacy than
C.S., 2021) related latent women.
subjects growth
across the model Non-STEM majors
first year of (LGM)) reported lower
college; find to quantitative self-
if these explore efficacy at the
changes changes. beginning of college
differed by This compared to STEM
gender and approach majors, but non-
declared also STEM majors also
major; and measure showed a faster rate
find the d of change in their
 relationship correlati quantitative self-
between self- on and efficacy over the
efficacy and differenc year.
students' e of
academic changes Quantitative self-
achievement across efficacy across the
different first year of college
periods was associated with
of time. higher first-year
GPA but not with
humanities self-
efficacy.

Chi- Self-developed 279 Albert Voluntary The combined

Better The main square tests: (151 women, 128 Bandura’s response effects of four
together: goal of the test and six versions of an men; Mage = 23.23 Social sample on sources of Self-
Effects of study is to One-way online, self-paced years, SD = 6.24). Cognitive choosing the efficacy were
four self- find the ANOVA instructional Theory [Link] on practice
efficacy- individual was used module composed (1997) and transfer
building and for the of: Random performance than
strategies on combined demogra Self- assignment to individual source
online effects of phics and (1) demographic efficacy treatment and control group.
statistical four sources time survey and self- (Bandura, conditions.
learning of self- allotted efficacy pretest; 1994;Band The combined four
(Huang, X., efficacy, i.e. to (2) review of ura, 1997) sources were
Mayer, R.E., anxiety module prerequisite skills beneficial in
and Usher, coping, to ensure (how to define promoting
E.L.) modeling, the and calculate a participant’s self-
mental equivale mean score); (3) efficacy and lower
practice, and nce on introduction to test anxiety than
effort the the two statistical using individual
feedback on backgrou rules; (4) practice source and control
online nd of the activity consisting group.
 statistics participa of five condition-
lesson among nts. dependent
college example-problem
students. One-way pairs; (5) task
ANOVA anxiety and self-
with efficacy
Dunnett’ measures; and (6)
s post posttest.
hoc tests
were
were
used to
find if
there are
significa
nt
differenc
es on
the five
treatment
condition
s with
the
control
condition
on the
intended
outcome
measures
.
Online and The main Used 11 likert type 255 college Social Purposive SESRL partially
face-to-face objective of Simple items subscale of students with 173 Cognitive sampling mediates the
classroom study is to Mediatio Children's females (67.8%) Theory relationship between
multitasking find n Multidimensional and 82 males (1997) Multitasking
and academic relationship Analysis, Self-Efficacy (32.2%). With behavior and
performance: between and Scales (Bandura, mean age of 20.3 academic
Moderated multitasking Conditio 1989) years old performance in
mediation behaviors and nal online class.
with self- self-efficacy Process Researcher In terms of gender,
efficacy for for self- Analysis developed effect of
self-regulated regulated (combine measure on multi- multitasking
learning and learning. It d tasking behaviors behaviors was
Gender also explored moderati with 9 items on dependent on
(Alghamdi, the on and Online and 9 Gender in terms of
A., moderated mediatio items on SESRL but not on
Karpinski, A. mediation n into a Traditional F2F GPA in the context
C., Lepp, A., effect of single mode. Cronbach of online class.
and Barkley, SESRL theoretic alpha is .88
J., 2020) between al model and .77 Evidence of
multitasking and tests respectively. moderated
and academic the mediation effect was
performance. mediated only found in online
It also aimed effect classes and among
the impact of (i.e., female students only.
gender on the indirect Female students with
explored effect) higher levels of
moderated across SESRL experience a
mediation various limited impact of
models. levels online multitasking
of the on
moderato GPA, resulting in
r) in better academic
PROCES performance
S, and
Pearson r SESRL fully
moment mediated the
 correlati relationship between
on Multitasking
coefficie behavior and
nt. academic
performance in F2F
mode.

In terms of gender,
there was no
evidence on that
gender mediates on
multitasking
behaviors and GPA
in the context of F2F
class.

Growth and The main Hierarchi Implicit Beliefs 700 Filipino Social Purposive Result showed that
fixed goal of the cal About Giftedness undergraduate Cognitive sampling incremental theory
mindsets study is to regressio scale (Makel et students (402 Perspectiv of talent was
about talent explore the n models al., 2015) for the female and 298 e on positively correlated
matter for relationship were entity (Cronbach male students) with Motivatio with career
career between used to alpha 0.81) and mean age of 19.77 n exploration and
development implicit find incremental and talent development
self-efficacy theories of major theories of talent Personalit self-efficacy as well
in selected talent (i.e., contribut (Cronbach alpha y (Dweck as engagement
Filipino entity and ions of 0.81). & Leggett, dimensions and
adolescents incremental entity 1988); and academic self-
(Buenconsejo theories and Academic efficacy.
, J., and Datu, about incremen Engagement scale Social Incremental theory
J.A, 2020) talent) with tal (Reeve & Cognitive of talent also
career theories Tseng, 2011) Career predicted career
exploration about Theory exploration and
self-efficacy talent 8-item Academic (SCCT; talent development
 and talent self- Self-Efficacy Lent et al., self-efficacy but with
development efficacy scale (Chemers, 1994; Lent stronger emphasis on
self-efficacy to career Hu, & Garcia, et al., career exploration
among explorati 2001) with 2002). self-efficacy.
Filipino on self- Cronbach alpha On the other hand,
college efficacy. 0.91. entity theory was
students. positively correlated
Subscales on with emotional
Career and cognitive
Exploration dimensions of school
(Cronbach alpha engagement,
0.88) and talent academic self-
development self- efficacy,
efficacy and all outcome
(Cronbach alpha variables. It also
0.85) predicted the career
in the Career exploration and
Development talent development
Self-Efficacy self-efficacy but with
scale (Yuen et al., greater emphasis on
2010). talent development
self-efficacy.

College The main Pearson The 319 sophomore cognitive Convenience Result showed that
students’ objective of correlati Questionnaire of Chinese students process sampling College EFL learners
writing self- the study is to on English Writing In which 208 males theory of obtained a moderate
efficacy and find the coefficie Self-Efficacy (65.2%) and 106 writing level of writing self-
writing self- relationship nts, for (QEWSE) females (33.2%). (Flower & efficacy. Moreover,
regulated between relations (adopteds to Self- Five students Hayes, EFL students
learning writing self- hips of Efficacy for (1.6%) did not 1981) frequently used SRL
strategies in efficacy and the major Writing Scale provide strategies when
learning writing self- variables (SEWS) information on the Social writing.
English as a regulated . (Bruning et al., gender. The age Cognitive
foreign learning 2013); ranger from 18 to Theory Findings showed
language (SRL) Hierarchi 25 with mean of (1997) that writing
(Sun, T., and strategies on cal Questionnaire of 20.02. self-efficacy and
Wang, C., the writing linear English Writing writing SRL
2020) proficiency regressio Self-Regulated strategies
among n was Learning contributed
college used to Strategies significantly to the
students in an find if of (QEWSRLS) prediction of
English as a writing (adopted from the students’
foreign self- Questionnaire writing proficiency
language efficacy of English Self- even when
(EFL) and and Regulated controlling gender
also by writing Learning and SES.
controlling SRL Strategies (Wang
gender and strategies & Bai, 2017)
SES. It also can
discussed the explain College English
level of Students’ Test Band Four
writing self- writing (CET-4), a
efficacy and proficien national
writing self- cy after standardized test
regulated controlli for Chinese
learning ng the students to
(SRL) SES and measure
strategies gender Students’ writing
among and proficiency
college EFL multivari
learners. ate
analysis
 of
variance
(MANO
VA) to
find
differenc
es on
scores of
the
participa
nts.
The main Structura The Purposive Study showed using
The role of goal of the l summarization 191 undergraduate cognitive sampling structural equation
L2 writing study is to Equation strategy inventory university students process modelling (SEM)
self-efficacy model the Modellin (Yang, 2014), in which 95 male theory of that the three
in integrated relationship g (SEM) students (55 %) writing components of
writing between L2 was used Second language and 79 female (Hayes, writing self-efficacy-
strategy use writing self- to create writer self- students (45 2000) i.e. linguistic, self-
and efficacy (with models efficacy scale %).The age ranges regulatory, and
performance domains from the (Teng et al. from 19 to 26 Self- performance self-
(Golparvar, linguistic, three (2018) years, with a mean efficacy efficacy, predicted
S.E., and self- objective of 21. summary writing
Khafi, A., regulatory, s- i.e. L2 Summarization performance. In
2021) and writing task (two selected addition, linguistic
performance self- texts wherein the self-efficacy,
self-efficacy), efficacy participants need predicted the two
summary predicts to summarize) summary writing
writing summary strategy use, these
strategy use writing are discourse
(evaluation, performa synthesis and source
planning, nce, and use strategies. Self-
synthesis, strategy regulatory and
and source used; and performance efficacy
 use), and summary could only predict
summary writing strategies of
writing strategy planning and
performance predicts evaluation.
among summary
college writing
students. performa
nce.
It also
used
Confirm
atory
Factor
Analysis.
The interplay The main To Institutional 520 first-year Interaction Purposive
between goal of the explore Integration scale- students in the alist sampling The results showed
institutional study is the Revised (French business school of theory that academic self-
integration explore the interplay and Oakes, 2004)- a public university (Tinto, efficacy and
and self- interplay between with domains in Turkey (with 1975, academic and
efficacy in between self- self- measuring the 433 qualified as 1988, intellectual
the academic efficacy, efficacy, following sample of the 1993) development is
performance institutional institutio variables: study) specificall associated with
of first-year integration, nal y Tinto’s academic
university and academic integrati interactions with interaction performance.
students: A performance on, and faculty (IWF), alist
multigroup by creating academic and faculty theory of A multigroup
approach structural performa concern for dropout analysis indicated
(Hakyemez, model to nce, student (1975). that the proposed
T.C., and identify the Explanat development and relationships are
Mardikyan, strength of ory and teaching moderated by
S. 2020) relationship Confirm (FCSDT)- for financial aid.
of the atory Academic
variables. factor integration In the non-financial
 analyses, aid group, the
Structura peer-group academic integration
l interactions has significant
Equation (PGI)- for Social impact on academic
Model integration self-efficacy but not
and on the financial aid
Multigro institutional and group.
up goal commitment
analysis (IGC)- Social integration
were institutional was predicted by
employe commitment General self-efficacy
d. on the financial aid
academic and group and on the
intellectual other hand academic
development integration was
(AID) explained by GSE in
non-financial aid
General Self- group.
Efficacy Scale
(GSES)
developed by Institutional
Chen et al. (2001) commitment,
and however, showed no
positive association
Academic Self- with academic
Efficacy Scale performance in any
(Yılmaz et al., of the models in the
2007) study.
an adaptation of
Jerusalem and
Schwarzer (1981)
The Self-Efficacy Bandura’s Purposive Based on
Development The main Sequenti Scale for Delphi panel of 15 self- sampling Exploratory factor
and objective of al Academic expert scholars for efficacy analysis, the ff. are
validation of the study was multimet Writing (Mitchell, theoretical theory the components
the Situated to develop hod Harrigan et al., validation (Bandura, SAWSES:
Academic and test the approach 2017). 1997) 1) Writing-
Writing Self- Situated (RRL, 20 nursing Essentials –
Efficacy Academic personal Writing Self- undergraduate Socially synthesis,
Scale Writing Self- experien Efficacy students pilot constructe emotional
(SAWSES) Efficacy ce, Instrument (Shell testing using d model of control,
(Mitchell, Scale Mitchel’ et al., 1989) cognitive writing language;
K.M., (SAWSES) s interviews. (five 2) Relational-
McMillan, Model), Writing factors- Reflective –
D.E., Delphi Apprehension Validated to 255 identity, relationship
Lobchuk, panel Test (WAT) –A nursing students creativity, building with
M.M., (expert 20-item version (Study 1), emotions, writing
Nickel, N.C., writers), of the Writing relationalit facilitators
Rabbani, R., Pilot and Apprehension Validated to y and (teachers,
and Li, J., Final Test (Daly & interdisciplinary context) academic
2021) form Miller, 1975) sample of (Mitchell, sources) and the
undergraduate (N = 2018). self through
Nursing Identity – 543) and graduate reflection; and
The 8-item students (N = 264) 3) Creative Identity
Macleod Clark (Study 2). – exploring gaps
professional in student
identity achievement of
questionnaire transformative
(PIQ) (Adams et writing
al., 2006) (creativity,
voice, and
disciplinary
identity)
Reliability measures
(parallel form) and
validity measures
(concurrent) showed
positive result.