Self-Efficacy and Depression

Maddux, James E.; Meier, Lisa J.

doi:10.1007/978-1-4419-6868-5_5

Cited by 115 publications

(63 citation statements)

References 48 publications

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“…Defined in this way, the construct has been found to be significantly related to lower levels of depression in adolescents (Bandura et al 1999;D'Acremont and Van der Linden 2007;Maddux and Meier 1995).…”

Section: Belief In Selfmentioning

confidence: 96%

Covitality Constructs as Predictors of Psychological Well-being and Depression for Secondary School Students

Pennell

Boman

Mergler

2015

Contemp School Psychol

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This study was an examination of the strength of relations among covitality, and its underlying constructs of belief in self, emotional competence, belief in others, and engaged living, and two outcome variables: subjective wellbeing and depression. Participants included 361 Australian secondary school students (75 males and 286 females) who completed a series of online questionnaires related to positive psychological well-being in adolescents. The results from the first standard multiple regression analysis indicated that higher levels of belief in self, belief in others, and engaged living were significant predictors of increased subjective well-being. The results from the second standard multiple regression showed that higher levels of belief in self, belief in others, and engaged living were significant predictors of decreased feelings of depression. In both standard multiple regression models, the combined effect of the traits that comprise covitality was greater than the effect of each individual positive psychological trait.

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Section: Belief In Selfmentioning

confidence: 96%

Covitality Constructs as Predictors of Psychological Well-being and Depression for Secondary School Students

Pennell

Boman

Mergler

2015

Contemp School Psychol

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“…Confronted with failure, which they attribute to a lack of skills, they are subjected to self-destructive and ruminating ways of thinking, overestimating their inadequacies and having difficulties in finding perceived self-efficacy. They are easily vulnerable to stress and depression (Bandura 1977a;Maddux and Meier 1995).…”

Section: The Effects Of Sepmentioning

confidence: 99%

Normative Characteristics of Perceived Self-Efficacy

Gangloff

Mazilescu

2017

Social Sciences

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Globalization leads to an extension of the performance content demanded of employees. Consequently, the latter are confronted with an increase of requirements to fulfil, of obstacles to overcome, and, in this context, it seems that to consider oneself capable to respond to such demands is as important as one's objectively possessed abilities. Numerous research has shown the beneficial aspects of a high perceived self-efficacy. These beneficial aspects and the variable distribution of the level of this feeling among populations led us to hypothesize the normative nature of this perceived self-efficacy. Three populations (line managers, non-managerial employees and students) have responded to a questionnaire on perceived self-efficacy. The executives were asked to indicate, for each item, whether they would appreciate (or not) an employee adopting the behaviour listed in the item; the non-executives were required to indicate the degree to which each proposal corresponded to their usual behaviour, and the students were asked to select the items that an employee should tick off in order to be well seen (vs. badly seen) by their supervisor. Our results confirm our hypothesis: managers significantly appreciate employees who show a high level of perceived self-efficacy (SEP). We also note that adopting such behaviours is effective among non-executives, meaning that, if we take into consideration the fact that self-presentation with neutral instructions often produces socially desirable responses, the employees are aware of this valorisation. Finally, we see that such awareness is directly confirmed by our third population, i.e., by the fact that the future employees, in this case the students, are indeed aware of this valorisation.

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“…In essence, self-efficacy theory indicates that promoting a personal belief that you can control an outcome and achieve a desired result is likely to also increase the effort expended to achieve the result and, as a consequence, the result realised, and thus to improve self-esteem in addition to improving the achievement of the learning outcome . There is evidence linking a lack of self-efficacy to depression Maddux and Meier, 1995) and anxiety (Lloyd Williams 1995). In a law school, the theory suggests that increasing the self-efficacy of students will not only increase the chances they will succeed, but will also reduce anxiety and promote wellness through improving self-esteem (McKinney 2002, pp.…”

Section: Self-efficacy Theorymentioning

confidence: 99%

Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?

Hewitt

Stubbs

2017

Research in Learning Technology

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Law students internationally suffer from a high level of psychological distress compared with the general and student populations, and anecdotal evidence suggests that students developing skills without adequate support experience significant stress and anxiety. This article considers an initiative at one Australian law school to develop a degree-wide structured online skills development programme as a means to both improve student skills acquisition and reduce student stress. The project implements, through the use of learning technology, the principles proposed by McKinney for making small changes to law school teaching, informed by self-efficacy theory, which can have powerful results.

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Self-Efficacy and Depression

Cited by 115 publications

References 48 publications

Covitality Constructs as Predictors of Psychological Well-being and Depression for Secondary School Students

Covitality Constructs as Predictors of Psychological Well-being and Depression for Secondary School Students

Normative Characteristics of Perceived Self-Efficacy

Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?

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