Planned health education and the role of self-efficacy: Dutch research

Kok, Gerjo; Vries, Hein de; Mudde, Aart N.; Strecher, Victor J.

doi:10.1093/her/6.2.231

Cited by 110 publications

(67 citation statements)

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“…78 Internal influences on the decision to order a liver function test Expectation of efficacy The expectation a GP has of his or her own ability to correctly diagnose a patient and order the correct test at the apposite time is a function of the knowledge gained from formal training, and knowledge in the form of experience gained as a practising GP. 78 …”

Section: Resultsmentioning

confidence: 99%

“…As a way of ordering the themes and categories, we adapted the 'attitude-social influenceefficacy' model defined by Kok et al 78 and used by van der Weijden et al 76 The model is based on the assumption that a GP's intention to order a test can be determined by a number of factors, which we placed in one of two broad categories. The first is internal, and includes the…”

Section: Analysesmentioning

confidence: 99%

See 1 more Smart Citation

Birmingham and Lambeth Liver Evaluation Testing Strategies (BALLETS): a prospective cohort study

Lilford

Bentham²,

Girling³

et al. 2013

Health Technol Assess

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Section: Resultsmentioning

confidence: 99%

Section: Analysesmentioning

confidence: 99%

Birmingham and Lambeth Liver Evaluation Testing Strategies (BALLETS): a prospective cohort study

Lilford

Bentham²,

Girling³

et al. 2013

Health Technol Assess

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“…Although gender differences may not affect the reliability and consistency of the peer assessment results, the possible impact on females' resistance to peer assessment cannot be ignored. Skill training or mastery training is a widely considered as a proven strategy to improve self-efficacy [28]- [30], which can be considered as part of the curriculum.…”

Section: Gender Differences In Peer Assessment Concernsmentioning

confidence: 99%

Improving Peer and Self-assessment for Group Presentations from Chinese Students’ Perspective

Chan¹

2018

IJIET

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Abstract-Almost everyone agrees that student presentations benefit the students in significant ways. That is why presentation is often required as part of coursework. However, the teachers who implement presentations should experience much problem of how to get the rest of the class "listen" to others' presentations. Without listening actively to the presenters, the audience loses a valuable chance to learn from their peers' work. Although engaging students to assess their peers' work is suggested as a possible method to get students listening and learning from presentations of others, our understanding of the students' perceptions in the context of peer assessment for group presentations is limited. Through a questionnaire survey with 158 engineering sub-degree students in Hong Kong, this study aims to collect primary data on peer assessment for group presentations. The findings are useful to design and develop a user-friendly system to actively engage students as co-assessors for group presentations in the peer assessment process. The findings should provide useful insights to the teachers and researchers, helping them to design an effective assessment tool for group presentations.Index Terms-Peer assessment, self-assessment, student presentations.

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“…Social norms is another prerequisite for behavioural change (Bandura, 1986) and seems to be relevant for deciding to reduce heavy drinking and setting drinking goals. Self-efficacy is expected to be the final prerequisite for behavioural change (Kok et al, 1991) and seems to be relevant to all the POs.…”

Section: Intervention Mappingmentioning

confidence: 99%

The development of a web-based brief alcohol intervention in reducing heavy drinking among college students: an Intervention Mapping approach

Voogt¹,

Poelen²,

Kleinjan³

et al. 2013

Health Promotion International

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SUMMARYIn the Netherlands, young adults' drinking practices have become an issue of public concern since their drinking levels are high. Heavy drinking can place young adults at an increased risk for developing shortand long-term health-related problems. Current national alcohol prevention programmes focus mainly on adolescents and their parents and paying less systematic attention to young adults. The present study describes the theory and evidence-based development of a web-based brief alcohol intervention entitled What Do You Drink (WDYD). We applied the Intervention Mapping (IM) protocol to combine theory and evidence in the development and implementation of WDYD. The WDYD intervention aims to detect and reduce heavy drinking of young adults who are willing to decrease their alcohol consumption, preferably below the Dutch guidelines of low-risk drinking. According to the IM protocol, the development of WDYD resulted in a structured intervention. Reducing heavy drinking to low-risk drinking was proposed as the behavioural outcome. Motivational interviewing principles and parts of the I-Change Model were used as methods in the development of WDYD, whereas computer tailoring was selected as main strategy. An effect and a process evaluation of the intervention will be conducted. IM was found to be a practical instrument for developing the WDYD intervention tailored to a specific target population in the area of alcohol prevention.

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Planned health education and the role of self-efficacy: Dutch research

Cited by 110 publications

References 0 publications

Birmingham and Lambeth Liver Evaluation Testing Strategies (BALLETS): a prospective cohort study

Birmingham and Lambeth Liver Evaluation Testing Strategies (BALLETS): a prospective cohort study

Improving Peer and Self-assessment for Group Presentations from Chinese Students’ Perspective

The development of a web-based brief alcohol intervention in reducing heavy drinking among college students: an Intervention Mapping approach

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