Self-efficacy pathways to childhood depression.

Abstract

This prospective research analyzed how different facets of perceived self-efficacy operate in concert within a network of sociocognitive influences in childhood depression. Perceived social and academic inefficacy contributed to concurrent and subsequent depression both directly and through their impact on academic achievement, prosocialness, and problem behaviors. In the shorter run, children were depressed over beliefs in their academic inefficacy rather than over their actual academic performances. In the longer run, the impact of a low sense of academic efficacy on depression was mediated through academic achievement, problem behavior, and prior depression. Perceived social inefficacy had a heavier impact on depression in girls than in boys in the longer term. Depression was also more strongly linked over time for girls than for boys.

The meaning of the body schema in reaching maturity during late adolescence

“…As a consequence of these identity feelings, based on the body schema, self-esteem is likely to increase, as well as a more positive attitude towards the self (cf. Bandura et al, 1999;Vignoles, 2006). It can be expected that people in late adolescence who systematically undertake physical activity would be characterised by a higher degree of body schema development.…”

Self-Efficacy and Postpartum Depression Teaching Behaviors of Hospital-Based Perinatal Nurses

“…Nursing interventions are influenced by one's self-efficacy (belief in one's capability to produce a given attainment) for specific practice behaviors (Bandura et al, 1999). Self-efficacy affects the tasks that nurses perform, how much effort they put into each task, and how they feel while doing the tasks.…”

“…Self-efficacy governs an individual's behavior, thought processes, motivation, and feelings and is situation specific (Bandura, 1994). Self-efficacy is impacted by an individual's feelings of self-esteem, mastery, social persuasion, vicarious experiences, and attitudes such as stigma (Bandura et al, 1999).…”

Predictive Ability of Academic Self-efficacy on Self-concept Dimensions in a Sample of Chilean Adolescents

“…La autoefi cacia académica resultará ser un predictor positivo del autoconcepto con respecto a las subescalas de Sinceridad/Veracidad y Estabilidad Emocional, de acuerdo con estudios previos que vinculaban las expectativas de autoefi cacia con el bienestar emocional (Bandura et al, 1996;Bandura et al, 1999;Contreras et al, 2005;Galicia-Moyeda et al, 2013). …”

“…Específi camente, los trabajos centrados en el ámbito académico concluyen que elevadas expectativas de autoefi cacia constituyen un elemento protector que aumenta la motivación y el logro académico (Bandura, Barbaranelli, Caprara y Pastorelli, 1996;Bandura y Locke, 2003;Caprara, Vecchione, Alessandri, Gerbino y Barbaranelli, 2011;Contreras, Espinosa, Esguerra, Haikal, Polaina y Rodríguez, 2005; Galicia-Moyeda, Sánchez-Velasco y Robles-Ojeda, 2013;Pajares, 2001;Paoloni y Bonetto, 2013;Peetsma, Hascher, Van Der Veen y Roede, 2005;Schunk, 1991) y disminuye los problemas emocionales así como el riesgo de problemas de comportamiento y conductas antisociales (Bandura, Pastorelli, Barbaranelli y Caprara, 1999;Galicia-Moyeda et al, 2013;Pajares y Schunk, 2001).…”