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Self-Efficacy and Self-Regulation
Study Course Description
Course Description Statuss:Approved
Course Description Version:4.00
Study Course Accepted:26.08.2024 08:58:45
| Study Course Information | |||||||||
| Course Code: | VPUPK_298 | LQF level: | All Levels | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Psychology | Target Audience: | Rehabilitation | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Beate Evelīna Dišlere | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 24 | ||||||||
| Part-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 4 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 8 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not required. | ||||||||
| Objective: | To provide students the opportunity to study concepts of self-efficacy and self-regulation and develop skills of using these concepts in future professional activities (goal setting, change of the behaviour, stress management, enhancement of well-being). | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction: self-efficacy and self-regulation. Problem identification. | Lectures | 1.00 | E-Studies platform | |||||
| 2 | Stress and stress management. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 0.00 | auditorium | |||||||
| 3 | Transtheoretical model of behaviour change. Making a decision. | Lectures | 1.00 | E-Studies platform | |||||
| 4 | Self-regulation strategies and coping. Self-monitoring and self-awareness. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 1.00 | E-Studies platform | |||||||
| 5 | Social problem solving. SMART. Formulation of goal. | Lectures | 1.00 | E-Studies platform | |||||
| 6 | Emotions and regulation of emotions. | Lectures | 1.00 | E-Studies platform | |||||
| 7 | Motivation and its role in self-regulation. | Lectures | 1.00 | E-Studies platform | |||||
| 8 | The concept of Self-efficacy. The development of Self-efficacy and possible ways to facilitate Self-efficacy. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 1.00 | E-Studies platform | |||||||
| 9 | Seminar: my Self-efficacy and Self-regulation skills | Classes | 2.00 | E-Studies platform | |||||
| Topic Layout (Part-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction: self-efficacy and self-regulation. Problem identification. | Lectures | 1.00 | E-Studies platform | |||||
| 2 | Stress and stress management. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 0.00 | auditorium | |||||||
| 3 | Transtheoretical model of behaviour change. Making a decision. | Lectures | 1.00 | E-Studies platform | |||||
| 4 | Self-regulation strategies and coping. Self-monitoring and self-awareness. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 1.00 | E-Studies platform | |||||||
| 5 | Social problem solving. SMART. Formulation of goal. | Lectures | 1.00 | E-Studies platform | |||||
| 6 | Emotions and regulation of emotions. | Lectures | 1.00 | E-Studies platform | |||||
| 7 | Motivation and its role in self-regulation. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 0.00 | auditorium | |||||||
| 8 | The concept of Self-efficacy. The development of Self-efficacy and possible ways to facilitate Self-efficacy. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 1.00 | E-Studies platform | |||||||
| 9 | Seminar: my Self-efficacy and Self-regulation skills | Classes | 2.00 | E-Studies platform | |||||
| Assessment | |||||||||
| Unaided Work: | 1. Students learn the content of video lectures independently and complete self-examination tests on lecture topics. 2. Develops an individual plan for improving psychological well-being and presents it in a seminar. 3. At the end of the study course, fill in the course feedback survey. | ||||||||
| Assessment Criteria: | 1. Learning the content of video lectures independetly, complete self-examination tests on lecture topics, active participation in practical classes, during which tasks are performed for the independent development of an individual plan - 40%. According to RSU Study Regulations I 3.9. point, class attendance is mandatory and is recorded. 2. An independently developed individual plan for the improvement of psychological well-being has been prepared and presented - 60%. The final rating is given on a 10-point scale. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | Exam (Written) | ||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Students define self-efficacy and self-regulation; describe the main factors influencing one's well-being; describe the relationship between individual’s behaviour, achievements and beliefs. | ||||||||
| Skills: | Students describe and analyse the role of self-regulation and self-efficacy in the individual’s functioning and psychological well-being; use critical thinking ability in analysing individual goals and possible strategies for the development of self-regulation and self-efficacy in certain domains. | ||||||||
| Competencies: | Students discuss the relationship between individual’s behaviour/ achievement, self-regulation and well-being; based on the acquired knowledge students formulate the individual goal and develop a plan for its achievement; use healthy practices to enhance well-being and achievements; students reflect and critically analyse behaviour and well-being. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Azevedo, S., & Cavalcanti, L. (2013). Psychology of Stress: New Research. Hauppauge, N.Y.: Nova Science Publishers, Inc. | ||||||||
| 2 | Chatzi, V. (2012). Psychology of Self-regulation. Hauppauge, NY: Nova Science Publishers, Inc. | ||||||||
| 3 | Davis, M., Eshelman, E. R., & M`Kay, M. (2008). The Relaxation & Stress Reduction. Workbook. Accessible Publishing Systems PTY, Ltd. (akceptējams izdevums) | ||||||||
| 4 | Mārtinsone, K. Sudraba, V. (red.). (2019). Veselības psiholoģija. Teorijas un prakses starpdisciplinārā perspektīva. Rīga: RSU izdevniecība. | ||||||||
| 5 | Sears, R. W. (2015). Building competence in mindfulness-based cognitive therapy : transcripts and insights for working with stress, anxiety, depression, and other problems. New York: Routledge. | ||||||||
| 6 | Zeidner, M., Pintrich, P. R., & Boekaerts, M. (2005). Handbook of Self-regulation. Burlington, MA: Academic Press. (akceptējams izdevums) | ||||||||
| 7 | Ārvalstu studentiem/For international students: | ||||||||
| 8 | Azevedo, S., & Cavalcanti, L. (2013). Psychology of Stress: New Research. Hauppauge, N.Y.: Nova Science Publishers, Inc. | ||||||||
| 9 | Chatzi, V. (2012). Psychology of Self-regulation. Hauppauge, NY: Nova Science Publishers, Inc. | ||||||||
| 10 | Davis, M., Eshelman, E. R., & M`Kay, M. (2008). The Relaxation & Stress Reduction. Workbook. Accessible Publishing Systems PTY, Ltd. (akceptējams izdevums) | ||||||||
| 11 | Sears, R. W. (2015). Building competence in mindfulness-based cognitive therapy : transcripts and insights for working with stress, anxiety, depression, and other problems. New York: Routledge. | ||||||||
| Additional Reading | |||||||||
| 1 | Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998). | ||||||||
| 2 | Flaten, M, & al.Absi, M. (2016). The neuroscience of pain, stress, and emotion : psychological and clinical implications. Academik press. | ||||||||
| 3 | Friedman, H.S., Schustack, M. W. (2012) Personality: Classic Theories and Modern Research. Boston: Pearson Allyn & Bacon. | ||||||||
| 4 | Kingstown, S (2009). Roadways to healthy living : a guide for effective stress management. Pro-Change Behavior Systems, Ins. | ||||||||
| 5 | Oxington, K. V. (2006). Psychology of Stress. Nova Science Publishers Inc. | ||||||||
| 6 | Mārtinsone, K., Sudraba, V. (2016). Veselības psiholoģija. RSU, Rīga. | ||||||||
| 7 | Selye, H. (2012). Mana mūža stress : zinātnieka memuāri / Hanss Selje. Rīga: Jumava. | ||||||||
| 8 | Ārvalstu studentiem/For international students: | ||||||||
| 9 | Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998). | ||||||||
| 10 | Flaten, M, & al.Absi, M. (2016). The neuroscience of pain, stress, and emotion : psychological and clinical implications. Academik press. | ||||||||
| 11 | Friedman, H.S., Schustack, M. W. (2012) Personality: Classic Theories and Modern Research. Boston: Pearson Allyn & Bacon. | ||||||||
| 12 | Oxington, K. V. (2006). Psychology of Stress. Nova Science Publishers Inc. | ||||||||
| Other Information Sources | |||||||||
| 1 | Social Behavior & Personality: an international journal | ||||||||
| 2 | Journal Of Behavioral Medicine | ||||||||
