Relations between Negative Meta -messages, Irrational Thinking and Personal Self-efficiency

Mihaela Paula Manole, Maria Doina Schipor

Abstract


Communication skills represent an important condition for a successful education. This assertion becomes more real when is applied to teachers. Also, the irrational thinking and the lack of self -efficiency beliefs are ones of the most frequent factors of decreasing performances. This study aims at figuring out the relations between the negative meta -messages, the irrational thinking and the feeling of personal self-efficiency. We conducted an investigative study, using the questionnaire as instrument to measure the variables. The sample comprises 40 teachers and 70 pupils from different ages. The results of the study show that the negative metamessages are positively related to irrational thinking and negatively to the personal self -efficiency feeling. From this perspective, the variables under investigation can turn into important key factors of personal changes, meaning a better efficiency in communica ting with oneself or with the others. Any irrational thinking can be approximated to a rational way of thinking and may become a transversal ability even a universal capacity through which we manifest in order to reach our educational or professional goals.


Full Text:

PDF

References


Bandler, R., Grinder, J. (1975). The structure of Magic A Book about Language and Therapy. Science and Behavior Books: Palor Alto.

Bandura, A. (1991). Social cognitive Theory of Self-Regulation. In Organisational Behaviour and Human Decision Processes, 50: 248-287.

Bernard, M. E. (1988). Teacher irrationality and teacher stress. The 24th International Congress of Psychology: Sydney.

Bernard, M. E., Joyce, M. R. (1984). Rational-emotive therapy with children and adolescents: Theory treatment strategies, preventive methods. New York: Wiley.

Carter, R. (1998). Mapping the Mind. London: Weidenfeld&Nicolson.

Dilts, R. B.; Epstein, T. (1995). DynamicLearning. Capitola (CA): MetaPublication.

Ellis, A. (2003). Similarities and differences between rational emotive behavior therapy and cognitive therapy. Journal of Cognitive Psychotherapy: An International Quarterly 17: 225–240.

Ezechil, L. (2002). The emotional communication in the school context: Editura Didactică şi Pedagogică, Bucureşti.

Iacob, L. (1998). The research of communication today. In Neculau, A. (coord.), Social Psychology. Iaşi: Polirom.

Ignat, A.A., Clipa, O., (2009). Emotional Intelligence And Self-Eefficacy in Professional Development of The Teachers. Analele Ştiinţifice ale Universităţii „Alexandru Ioan Cuza”, Secţiunea Ştiinţele Educaţiei, XIII.

Iovănuţ, S. (2001). Communication-specialization course for the social workers in the rural area: Worldpress.

O’Connor, J. (2013). NLP Manual. București: Curtea Veche, Bucureşti.

O'Connor, J., Seymour, J. (1995). Introducing NLP. London: Thorsons.

Popescu-Neveanu, P. (1978). Dictionary of psychology, Bucureşti: Albatros.

Rus, C., F., (2002). Introduction to the Science of Communication and of Public Relations. Iași: Institutul European.

Schwarzer, R., Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs. Windsor, UK: NFER-NELSON.


Refbacks

  • There are currently no refbacks.