Self-efficacy beliefs as key ingredients to healthy and sustainable lifestyles. A five-year longitudinal study on diet and physical activity habits of newly diagnosed patients with acute coronary syndrome.

Cardiovascular diseases represent a significant cause of morbidity and mortality worldwide, and an unhealthy lifestyle notoriously accounts for a large percentage of their risk. Identifying resources to stimulate lifestyle changes is an essential goal of primary and secondary cardiovascular prevention. Self-efficacy beliefs are among the major psychological factors proven to impact health status and lifestyle. This study aimed to confirm the role of self-efficacy beliefs by investigating their associations over 5 years of adherence to healthy lifestyles in terms of diet and physical activity in a sample of 275 newly diagnosed patients with acute coronary syndrome. Longitudinal profiles of lifestyles and self-efficacy beliefs in their improvement were identified through latent class growth analysis. Correlations were then performed to explore the associations between lifestyles and self-efficacy trajectories. Results showed a positive association between virtuous lifestyle profiles and high self-efficacy in implementing behavioural change. Finally, two logistic regressions were performed to test the hypothesis that a high self-efficacy profile would predict better lifestyles 5 years after the coronary event. This hypothesis was confirmed for diet. Overall, current findings confirm the importance of implementing repeated psychological interventions that promote patients' efficacy beliefs in self-regulating their behaviour changes over time.

Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic.

This study collected monthly data between September 2020 and August 2021 to document the consequences of the COVID-19 pandemic for German preschool teachers during different pandemic phases. This longitudinal study investigated how subjective stress experiences and self-efficacy beliefs of preschool teachers (N = 279) change over time and explored associations on the inter- and intraindividual level. We observed phase-specific changes in subjective stress experiences and interindividual differences in change rates, but no systematic increase across the entire study period. Results also highlight self-efficacy beliefs as a resource for preschool teachers, which should be strengthened to better face stress experiences.

Developing Sexual Self-Efficacy Beliefs During Adolescence: Do Health Teachers Really Matter?

Teacher attitudes and instructional strategies impact success of human sexuality programs. Limited prior research has examined the relations of teachers' attitudes and instruction to the development of adolescents' sexual self-efficacy beliefs. This study examined how adolescents' perceptions of their health teachers (i.e., teacher value of content, teacher affinity, teacher caring for students) predict changes in efficacy beliefs related to HIV/STD and pregnancy prevention, and if perceptions of mastery goal structure predicted adaptive efficacy beliefs. Data were collected in 4 Midwestern/Appalachian high schools in health class where the delivery of a 14-lesson sexual health curriculum occurred. Participants included 561 students (50.4% 9th graders, 43.5% female, 56.3% White, 53.7% did not have a current romantic partner, and 59.7% had previously not engaged in sexual activity). The findings indicate students' perceptions of teachers valuing the content predicted perceptions of mastery goal structure for all sexual self-efficacy beliefs: learning efficacy, condom negotiation efficacy, refusal self-efficacy, and situational self-efficacy. Students who perceive a mastery goal structure in health class, and who feel their teachers value learning about HIV/STD and pregnancy prevention, are likely to experience positive adaptive self-efficacy beliefs related to sexual health, ultimately leading to behaviors indicative of decreased STDs among teenagers and safe sexual practices, such as abstinence, the use of a condom, and saying "no" to having sex.

Psychometric properties of the Spanish version of the family-centred practices scale for use with families of young children receiving early childhood intervention.

BACKGROUND: Early childhood intervention (ECI) centres in Spain recently initiated a process of change towards the adoption of family-centred practices (FCPs). Knowledge about the extent to which practitioners' use FCPs is needed. The psychometric properties of the Spanish version of the FCPs scale were examined. METHOD: A convenience sample of 105 families of children with developmental delays attending three different ECI centres in Spain completed the FCPs scale and provided information about the ECI centre characteristics and practices, caregiver self-efficacy beliefs, and family and child demographic information. RESULTS: The Spanish version of the FCP scale was found to be both reliable and valid. FCPs were correlated with self-efficacy beliefs, parents' involvement in their child's ECI program and family decision making. CONCLUSION: The FCP scale provides practitioners with useful information about their practices, but also has capacity-building consequences for families. The study is a first step for examining the use of FCPs in Spain.

Ego-resiliency development from late adolescence to emerging adulthood: A ten-year longitudinal study.

This study examined the development of ego-resiliency from late adolescence to emerging adulthood, using a 10-year cohort-sequential design. Participants were 335 Italian adolescents (173 females and 162 males), living, at the time of the study, in Genzano, a small city near to Rome. Latent growth curve analyses indicated that the developmental trajectory of ego-resiliency from 15 to 25 years is adequately described by a piecewise model that included separate growth profiles corresponding to different developmental stages. Essentially, ego-resiliency remained remarkably stable until the end of high school, and then encountered a phase of relative increase. Moreover, the trajectory of ego-resiliency from ages 15 to 19 was predicted by self-efficacy beliefs in managing negative emotions, and the trajectory from age 19 to 25 was predicted by experienced familial support and self-efficacy beliefs in expressing positive emotions at age 15. Experienced stressful life events also accounted for individuals' deviation from the typical ego-resiliency trajectory.

Development of a Modified Version of the Spinal Function Sort (M-SFS): A Mixed Method Approach.

Purpose To develop a modified version of the spinal function sort (M-SFS) by measuring work-related self-efficacy beliefs in patients with chronic low back pain. Methods A mixed method design consisting of three different methods (M1-3) was performed. In semi-structured interviews participants were asked how often they performed the activities of the 50 SFS items in 1 week, and which spinal postures and movements were associated with their back pain (M1). Quantitative analysis of previously obtained SFS data investigated internal consistency, unidimensionality, item response, and floor and ceiling effect (M2). Experts rated the SFS items based on their relevance (M3). The findings from these methods were used within a final scoring system for item reduction. Results From semi-structured interviews with 17 participants, eight new items emerged (M1). Quantitative analysis of 565 data sets (M2) revealed very high internal consistency of all items (Cronbach's alpha = 0.98) indicating item redundancy; unidimensionality of the SFS was supported by principal component analysis; good item response was confirmed by Rasch analysis; and a floor effect of four items depicting very heavy material handling was found. Experts agreed on 8 out of the 50 SFS as relevant (M3). From the original SFS, 12 items met the predefined summary score of 9. Conclusions A modified version of the SFS with 20 items has been developed. Feasibility, reliability and validity of this modified version must be tested before it can be used in clinical practice.

The influence of illness severity on health satisfaction in patients with cardiovascular disease: the mediating role of illness perception and self-efficacy beliefs.

The importance of psychological factors in improving conditions of cardiovascular disease (CVD) patients is stressed by the guidelines for their prevention and rehabilitation, but little is known about the impact of illness severity on patients' well-being, and on the psychosocial variables that may mediate this association. The aim of this study was to investigate the role of illness perception and self-efficacy beliefs on the relationship between illness severity and health satisfaction in 75 CVD patients undergoing rehabilitation (80% men; mean age = 65.44) at the St. Luca Hospital, Istituto Auxologico Italiano, Milan, Italy. Illness severity was measured in terms of left ventricular ejection fraction; psychological factors were assessed at the beginning and end of rehabilitation. Results from path analyses showed that the relationships among CVD severity and health satisfaction were mediated by illness perception and self-efficacy beliefs. Findings underscored the importance of considering illness representations and self-efficacy beliefs to improve well-being in CVD patients.

Exploring the mediating role of self-efficacy beliefs among EFL university language learners: The relationship of social support with academic enthusiasm and academic vitality.

This study explores the intricate relationship between social support, academic enthusiasm, and academic vitality among English language learners (ELLs) in 2023, with a specific emphasis on the intermediary role of self-efficacy beliefs. Despite the existing body of literature, there has been a notable dearth of discussions concerning the influence of social support on academic enthusiasm and vitality. In 2023, the educational landscape is evolving rapidly, demanding a deeper understanding of the factors that drive student motivation and academic engagement. This study addresses this gap by investigating the role of social support and self-efficacy beliefs in shaping academic enthusiasm and vitality among ELLs in this contemporary educational context. Through a quantitative research approach, this study engaged a cohort of 242 ELLs from Zanjan University, encompassing both genders. Data were diligently collected through the administration of four distinct questionnaires by using multiple-stage cluster sampling. To unearth insights into the complex relationships under scrutiny, data analyses were meticulously conducted using SPSS 25 and AMOS 24. The consequential findings underscore the paramount significance of cultivating a supportive educational milieu that effectively bolsters self-efficacy beliefs. This nurturing environment, in turn, begets heightened academic enthusiasm and vitality among ELLs. The implications of these findings are manifold, offering universities a valuable toolkit to forge strategies and interventions aimed at fostering not only social support but also the crucial underpinning of self-efficacy beliefs. By doing so, these institutions can effectively nurture the academic enthusiasm and vitality of ELLs, thereby enhancing their educational experience and outcomes.

Job demands and personal resources in their relations to indicators of job strain among nurses for older people.

AIMS: To examine the role of two personal resources (active, problem-focused coping; self-efficacy beliefs) in the relation between job demands and strain. BACKGROUND: Evidence suggests that healthcare staff in general and nurses in particular, are at a high risk of suffering from high levels of job strain. In addition to often examined job-related resources (such as control and social support), personal resources are expected to moderate (i.e. buffer) the relation between job demands and indicators of strain, particularly when there is a functional match between the type of demands and resources. DESIGN: Cross-sectional questionnaire survey. METHOD: A cross-sectional questionnaire survey was conducted (February-April 2010) among staff members of three nursing homes of a municipal organization for residential elderly care located in an urban area of Western Germany. A total of 145 of 251 employees responded to the invitation to participate in the study (57·8% participation rate). Data were analysed by hierarchical moderated regression analyses. RESULTS: Increasing job demands (quantitative and qualitative workload) had adverse effects on emotional exhaustion, psychosomatic complaints, and turnover intentions, whereas nurses' self-efficacy beliefs exerted beneficial effects on all outcomes. Furthermore, findings revealed that active, problem-focused coping interacts with job demands in the prediction of job strain. CONCLUSION: Both research and practice should focus on a closer match between personal resources and job demands to prevent nurses from being strained.

Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned.

Described herein is the academic lineage and independent validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R). Data from 334 K-12 science teachers were analyzed using Partial Credit Rasch models. Principal components analysis on the person-item residuals suggest two latent dimensions: Knowledge and Teaching Self-Efficacies. Item-fit statistics were used to select items for each subscale. Person and item separation (reliability) indices were quite low, and we noted disordered response patterns on the person-item maps that revealed problems with item content and/or scaling for both subscales. These issues include the presence of: verbal negatives, ambiguous modifiers, counter-intuitive scaling, and an "undecided/uncertain" option. The SETAKIST-R, in its current form, cannot be recommended as a measure of science teacher self-efficacy.

Examining the Malleability of Negative Views of Aging, Self-Efficacy Beliefs, and Behavioral Intentions in Middle-Aged and Older Adults.

OBJECTIVES: This study examined the malleability of a tripartite cluster of purported mechanistic variables targeted in a 4-week intervention program designed to improve adults' engagement in physical activity. The targeted cluster of purported mechanisms consisted of negative views of aging (NVOA), self-efficacy beliefs, and behavioral intentions. METHODS: A randomized single-blind control group design was used to implement the AgingPLUS program in a sample of middle-aged and older adults (N = 335; Mage = 60.1 years; SDage = 8.3 years; age range 45-75 years). RESULTS: Using an intention-to-treat approach and analyses of covariance adjusting for participants' baseline scores, findings showed significant improvements in the purported mechanistic variables both at the immediate (Week 4) and delayed posttest (Week 8) in the treatment group but not in the control group. These improvements were for the most part maintained until 8-month postrandomization, although to a smaller extent. Specifically, participants in the AgingPLUS group showed significant improvements in NVOA, self-efficacy beliefs, and behavioral intentions compared to the Health Education control group. Standardized effect sizes for statistically significant effects were variable and ranged from small (d = -0.23) to large (d = 0.80). Effect sizes showed some decay of the intervention at the 8-month posttest. DISCUSSION: Taken together, the findings supported the efficacy of the AgingPLUS program and showed that variables representing the purported mechanisms of the intervention were significantly moved in a positive direction. In doing so, the AgingPLUS program met a major requirement of the experimental medicine approach to behavior change interventions. CLINICAL TRIALS REGISTRATION NUMBER: NCT0329948.

Psychological Symptoms in Parents Who Experience Child-to-Parent Violence: The Role of Self-Efficacy Beliefs.

Previous research suggests that parents involved in child-to-parent violence (CPV) experience shame, judgment, and a lack of social support, often accompanied by feelings of self-blame and helplessness as well as a deterioration in their perception of self-efficacy and their parenting skills. All of these factors may impact parents' mental health. However, there is a research gap concerning the consequences of CPV among parents. Therefore, the objective of this study was to examine the relationship between CPV and psychological symptoms (i.e., depression, anxiety, hostility, obsessive-compulsive, interpersonal sensitivity, and somatization) in parents based on their perceptions of self-efficacy. The sample was composed of 354 participants: 177 parents (83.1% mothers) and their 177 children (53.4% boys; Mage = 13.27). CPV was reported by both parents and their children. In addition, parents reported their self-efficacy beliefs and psychological symptoms. The results showed that CPV was negatively associated with parents' psychological symptomatology, except for somatization. Moreover, self-efficacy beliefs explain part of the indirect association between CPV behaviors and psychological symptoms in parents. Overall, our findings provide evidence for the potential impact of CPV on mental health in parents and suggest the relevance of reinforcing their self-efficacy beliefs.

Patients' motivation to undergo transcatheter aortic valve replacement. A phenomenological hermeneutic study.

BACKGROUND: Aortic stenosis is the most common valvular disease, and its prevalence is increasing due to the ageing population. Transcatheter aortic valve replacement (TAVR) is the recommended method when treating frail, older patients. Knowledge of what motivates older patients to undergo TAVR is important, in order to meet patients' expectations. OBJECTIVE: The study aimed to explore the meaning of older patients' motivation to undergo TAVR. DESIGN AND METHODS: The design was a qualitative study, analysed using a phenomenological hermeneutic approach. In-depth, semi-structured interviews with open-ended questions were conducted. Participants were selected from a specialist cardiology clinic in Sweden. Eighteen patients, six women and twelve men, aged 66-92, were recruited. RESULTS: The analysis showed that patients who had agreed to undergo TAVR were deeply affected by their body's failure. Before the TAVR procedure, the participants were limited in their daily activities and experienced that their life was on hold. They experienced that they were barely existing. They were aware of their life-threatening condition and were forced to confront death. Yet despite an advanced age, they still had considerable zest for life. It was very important to them to remain independent in everyday life, and fear of becoming dependent had a strong impact on their motivations for undergoing TAVR. CONCLUSION: Older patients' motivations to undergo TAVR are strongly influenced by their fear of being dependent on others and their zest for life. Health care professionals need to support these patients in setting realistic and personalised goals. IMPLICATION FOR PRACTICE: Person-centered care actions could facilitate patients' involvement in the decision about TAVR and strenghten patients' beliefs in their own capabilities, before and after TAVR.

Predictors and outcomes associated with the growth curves of self-efficacy beliefs in regard to anger and sadness regulation during adolescence: a longitudinal cross-cultural study.

Introduction: This longitudinal study examined unique and joint effects of parenting and negative emotionality in predicting the growth curves of adolescents' self-efficacy beliefs about regulating two discrete negative emotions (anger and sadness) and the association of these growth curves with later maladjustment (i.e., internalizing and externalizing problems). Methods: Participants were 285 children (T1: M age = 10.57, SD = 0.68; 53.3% girls) and their parents (mothers N = 286; fathers N = 276) from Colombia and Italy. Parental warmth, harsh parenting, and internalizing and externalizing problems were measured in late childhood at T1, whereas early adolescents' anger and sadness were measured at T2 (T2: M age = 12.10, SD = 1.09). Adolescent self-efficacy beliefs about anger and sadness regulation were measured at five time-points from T2 to T6 (T6: M age = 18.45, SD = 0.71), and internalizing and externalizing problems were measured again at T6. Results: Multi-group latent growth curve models (with country as the grouping variable) demonstrated that in both countries there was on average a linear increase in self-efficacy about anger regulation and no change or variation in self-efficacy about sadness regulation. In both countries, for self-efficacy about anger regulation (a) T1 harsh parenting and T1 externalizing problems were negatively associated with the intercept, (b) T2 anger was negatively associated with the slope, and (c) the intercept and the slope were associated with lower T6 internalizing and externalizing problems, controlling for T1 problems. For self-efficacy about sadness regulation, (a) T1 internalizing problems were negatively associated with the intercept only in Italy, (b) T2 sadness was negatively associated with the intercept only in Colombia, and (c) the intercept negatively predicted T6 internalizing problems. Discussion: This study advances knowledge of the normative development of self-efficacy beliefs about anger and sadness regulation during adolescence across two countries, highlighting the predictive value of pre-existing family and individual characteristics on this development and prediction by the development of self-efficacy beliefs on later adjustment.

The effects of causal and self-efficacy beliefs on help-seeking for people with depressive complaints: a quasi-experimental online study.

Background: Only approximately a third of people with depressive symptoms seek professional health care. Furthermore, people labelled as mentally ill may experience stigmatisation, which can impede help-seeking behaviour. Aim: To examine the effects of three vignette-based interventions endorsing biopsychosocial causal beliefs and strengthening self-efficacy on help-seeking intention and behaviour, as well as the predictive values of these variables and previous treatment experience. Method: A quasi-experimental online study utilising a fractioned factorial design was carried out. People were screened for depressive symptoms and their current treatment status. After baseline assessment, they were randomly allocated into one of 24 groups receiving a combination of interventional messages. Actual help-seeking behaviour was measured at follow-ups 3 and 6 months after baseline. Results: Altogether, N = 1,368 participants were included in the final analyses and N = 983 provided data on their help-seeking behaviour within 3 to 6 months after the baseline assessment. The intention to seek help from a general practitioner or a mental health professional was significantly influenced by the interventions. However, help-seeking behaviour was not influenced by the interventions. On a conceptual level, biopsychosocial causal beliefs (ß = 0.09-0.23) and self-efficacy to seek help (ß = 0.16-0.25) predicted help-seeking intention. There was a negative interaction effect of both self-efficacy beliefs on intention and behaviour, which changed depending on depression severity. In all models, the intention was the main predictor of actual behaviour. Treatment experience predicted both help-seeking intention and behaviour. Conclusion: Biopsychosocial causal beliefs and self-efficacy have a direct effect on help-seeking intention. Interventions should include information on how to actually seek help as a means to strengthen self-efficacy beliefs and simulate previous treatment experience. Further research is needed to investigate the respective interaction effects on intention and behaviour. Clinical Trial Registration: https://drks.de/search/de/trial/DRKS00023557, German Clinical Trials Register: DRKS00023557. Registered 11 December 2020. World Health Organization, Universal Trial Number: U1111-1264-9954. Registered 16 February 2021.

Enhancing EFL Learners' Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How.

Encouraging feedback positively affects learners' self-efficacy; in language learning, self-efficacy predicts language learner performance and behavior. Our research involved three studies to expand knowledge about why and how we can enhance English as a Foreign Language (EFL) learners' self-efficacy beliefs in online settings. In Study 1, based on an online survey with 310 participants, we ascertained the extent to which EFL learners with greater self-efficacy tend to challenge themselves by learning content that requires a proficiency level that is higher than their current proficiency. In Study 2, we recruited 120 EFL learners; the results indicate that positive feedback via emojis embedded in online courses could significantly boost EFL learners' self-efficacy beliefs about learning English. Study 3 involved 35 participants and extended the understanding provided by the first two studies, showing that EFL learners not only like to use emojis for computer-mediated communication (CMC), but also prefer to receive them as feedback. This research adds to knowledge on "why" and "how" we can enhance EFL learners' self-efficacy beliefs in online contexts. We systematically provide empirical evidence regarding the aforementioned issues and demonstrate that positive feedback through emojis has great potential to enhance EFL learners' self-efficacy, even when such feedback is subliminal.

[Face-to-face vs. online teaching in the COVID-19 pandemic: Differential development of burnout and self-efficacy in teacher training?] / COVID-19-bedingte Online- vs. Präsenzlehre: Differentielle Entwicklungsverläufe von Beanspruchung und Selbstwirksamkeit in der Lehrkräftebildung?

In recent months, as a result of the COVID-19 pandemic, universities have had to rapidly move teacher training programs onto online platforms. In order to be able to develop these online formats in an evidence-based way, it is vital to have access to empirical data on the development of professional competencies in student teachers. Key to this is understanding the differences between classroom and online formats in teaching. In the present study, we therefore investigate the extent to which self-efficacy expectations and experiences of stress (burnout) in student teachers develop differently in practice-based face-to-face semesters in schools as compared to the equivalent online semester under the COVID-19 pandemic restrictions. N = 240 student teachers (n = 127 online semester; n = 113 face-to-face semesters) took part in the longitudinal questionnaire study with a quasi-experimental design. The results indicate a higher increase in self-efficacy expectations in face-to-face formats than in the online formats. There were no group differences with regard to experiences of stress. We discuss the implications of these findings for the further development in teacher training.

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers.

Due to the potent role of teachers' emotion regulation in effective teaching, it seems essential to see how emotion regulation can contribute to other relevant teaching constructs. In this regard, the present study is intended to probe into the causal relationship among teacher emotion regulation, self-efficacy beliefs, engagement, and anger. In so doing, the Language Teacher Emotion Regulation Inventory (LTERI), The Teacher Sense of Efficacy Scale (TSES), The Engaged Teacher Scale (ETS), and The Teacher Anger Scale (TAS) were administered to 581 English as a Foreign Language (EFL) teachers in Iran. To gauge the causal relationships among the variables, confirmatory factor analysis (CFA) and structural equation modeling (SEM) using LISREL 8.80 were conducted. The results indicated that language teacher emotion regulation could positively and significantly predict teachers' self-efficacy beliefs and engagement at work. Moreover, the influence of language teacher emotion regulation on the teacher's anger is significantly negative. That is, the stronger emotion regulation is implemented the better teachers can manage their anger. The implications of this study may uncover new prospects for effective teaching, especially during the COVID-19 pandemic.

Practical learning opportunities and changes in teachers' self-efficacy beliefs: Does the development of bachelor student teachers' competence differ before and during COVID-19?

This article investigates changes in student teachers' teacher self-efficacy beliefs (SEBs) as part of their competence development during their three-year bachelor's program and how these changes can be explained through practical learning opportunities. Using two bachelor's student teacher cohorts who studied during and prior to COVID-19, differences in the development of their competence are analyzed longitudinally over three time points. Unexpectedly, no increase in SEBs was observed; rather, a significant decline was identified, with little practical relevance for the cohort who had studied before and medium practical relevance for the cohort who studied during the pandemic. At the end of their bachelor's program, students in the cohort who studied before the pandemic reported slightly higher levels of SEBs than those who had to study during the pandemic. A path model indicates that studying during the pandemic negatively impacted both practical learning opportunities and changes in student teachers' SEBs, whereas practical learning opportunities positively impacted SEBs changes. The findings' implications for practical learning opportunities in initial teacher education are discussed.

Exploring teachers' attitudes and self-efficacy beliefs for implementing student self-assessment of English as a foreign language writing.

With the growing need to nurture students' independent learning, English language teaching (ELT) practices should reflect student-centered assessment approaches, such as self-assessment, an ultimate goal of higher education. It has been pointed out that to conduct effective self-assessment, students need to be taught systematically, and that is where teachers are expected to step in. Prior to implementing such a change in ELT, it is important to conduct research on English as a foreign language (EFL) teachers' attitudes toward, and self-efficacy beliefs about, implementing self-assessment to cultivate capable student self-assessors. Although the strong global endorsement of self-assessment over the past two decades has witnessed its classroom implementation in different disciplines, such studies are scant in relation to EFL writing classrooms. To address this gap, the present qualitative research examined five Chinese tertiary EFL writing teachers' attitudes toward and self-efficacy beliefs about student self-assessment of writing, as well as possible reasons that discourage them from engaging students in self-assessment practices. Data collected from in-depth, semi-structured interviews indicated that self-assessment, a critical element of self-regulated learning, is surprisingly missing from the teachers' knowledge base and previous practices. Additionally, the findings offer insights into the striking differences in teachers' understanding of, attitudes toward, and low self-efficacy beliefs about self-assessment of writing. Reasons why teachers choose not to implement self-assessment of writing are also discussed. Findings from this study contribute to a deeper understanding of how EFL teachers' attitudes and self-efficacy beliefs are enacted in relation to their classroom assessment practices in order to move forward discussions on the feasibility of implementing self-assessment of writing in tertiary EFL classrooms.