Teaching Basic Life Support in Science Classrooms. How Do We Measure and Affect the Students’ Specific Self-Efficacy

Dumcke R, Wegner C, Rahe-Meyer N (2021)
Presented at the 3rd International Conference in Psychology, Education and Didactics (ICIPED 2021) , Bacău, Romania (as virtual conference).

Konferenzbeitrag | Veröffentlicht | Englisch
 
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Autor*in
Dumcke, RicoUniBi ; Wegner, ClaasUniBi ; Rahe-Meyer, Niels
Abstract / Bemerkung
Considering first aid or basic life support (BLS), people report incertainty or limited knowledge as reasons. To achieve a higher engagement for intervening in cardiac arrest situations and improve survial outcomes, these issues were recommended to become part of health education curricula in secondary schools. Because self-efficay theory (SET) describes important predictors for a change in altruistic behaviour, this study presents a newly developed SET scale for the decision to initiate BLS in order to investigate self-efficacy and outcome expectancies as learning effects after a student BLS training. German secondary school students (N=365; Mage=13.67 years, SD=1.46) answered a SET-questionnaire before and after a BLS intervention. Six-point rating scales for self-efficacy and outcome expectancies with two sub-dimensions each were specifically developed and included specific challenges regarding BLS-efficacy. The scales’ structure was first confirmed by conducting a factor analysis (CFA). Secondly, the assessment-based outcome was calculated with t-tests for differences between the measurements as well as in age and gender. The CFA showed the best fit for a 4-factorial design (RMSEA=0.047; SRMR=0.051). Analysing SET-scales, self-efficacy values increased after the intervention for both, combined subscales and for the psychological and social barriers’ dimensions (pall<0.001). The perception of positive outcome expectancies increased significantly from baseline to final test, whereas negative ones decreased (p<0.05). Concluding, the SET-scales for BLS training turned out as a satisfactory instrument and as self-efficacy and outcome expectancies improved, those beliefs should – according to our results – be discussed in future student BLS teaching concepts.
Stichworte
self efficacy theory; basic life support; health education; scale development; secondary education
Erscheinungsjahr
2021
Konferenz
3rd International Conference in Psychology, Education and Didactics (ICIPED 2021)
Konferenzort
Bacău, Romania (as virtual conference)
Konferenzdatum
2021-09-17 – 2021-09-18
Page URI
https://pub.uni-bielefeld.de/record/2957474

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Dumcke R, Wegner C, Rahe-Meyer N. Teaching Basic Life Support in Science Classrooms. How Do We Measure and Affect the Students’ Specific Self-Efficacy. Presented at the 3rd International Conference in Psychology, Education and Didactics (ICIPED 2021) , Bacău, Romania (as virtual conference).
Dumcke, R., Wegner, C., & Rahe-Meyer, N. (2021). Teaching Basic Life Support in Science Classrooms. How Do We Measure and Affect the Students’ Specific Self-Efficacy. Presented at the 3rd International Conference in Psychology, Education and Didactics (ICIPED 2021) , Bacău, Romania (as virtual conference).
Dumcke, R., Wegner, C., and Rahe-Meyer, N. (2021).“Teaching Basic Life Support in Science Classrooms. How Do We Measure and Affect the Students’ Specific Self-Efficacy”. Presented at the 3rd International Conference in Psychology, Education and Didactics (ICIPED 2021) , Bacău, Romania (as virtual conference).
Dumcke, R., Wegner, C., & Rahe-Meyer, N., 2021. Teaching Basic Life Support in Science Classrooms. How Do We Measure and Affect the Students’ Specific Self-Efficacy. Presented at the 3rd International Conference in Psychology, Education and Didactics (ICIPED 2021) , Bacău, Romania (as virtual conference).
R. Dumcke, C. Wegner, and N. Rahe-Meyer, “Teaching Basic Life Support in Science Classrooms. How Do We Measure and Affect the Students’ Specific Self-Efficacy”, Presented at the 3rd International Conference in Psychology, Education and Didactics (ICIPED 2021) , Bacău, Romania (as virtual conference), 2021.
Dumcke, R., Wegner, C., Rahe-Meyer, N.: Teaching Basic Life Support in Science Classrooms. How Do We Measure and Affect the Students’ Specific Self-Efficacy. Presented at the 3rd International Conference in Psychology, Education and Didactics (ICIPED 2021) , Bacău, Romania (as virtual conference) (2021).
Dumcke, Rico, Wegner, Claas, and Rahe-Meyer, Niels. “Teaching Basic Life Support in Science Classrooms. How Do We Measure and Affect the Students’ Specific Self-Efficacy”. Presented at the 3rd International Conference in Psychology, Education and Didactics (ICIPED 2021) , Bacău, Romania (as virtual conference), 2021.

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