Factors associated with provider self‐efficacy in delivery of evidence‐based programs for children, youth, and families
Bibliographic record
Abstract
Abstract Investments in training real‐world behavioral health providers in evidence‐based programs (EBPs) can be costly; thus, it is important to understand which providers may be more or less likely to implement such approaches after training. Provider self‐efficacy is associated with implementation of EBPs, but research on factors associated with provider self‐efficacy is less common. An exploratory, cross‐sectional, quantitative survey examined factors associated with provider self‐efficacy among 150 real‐world service providers who reported delivering EBPs to children, youth, or families in one U.S. state. Factors found to be associated with higher self‐efficacy included profession, workplace support, and extent of training received; difficulty engaging families was associated with lower self‐efficacy. Self‐efficacy was found to be associated with program use but not fidelity. Several organization‐level variables were identified as both facilitators and barriers to implementation of EBPs. Implications for research and practice are discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.033 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".