The Relationship Between Adolescents’ Perceived Parental Involvement, Self-Efficacy Beliefs, and Subjective Well-Being: A Multiple Mediator Model

Abstract

The aim of this study was to examine the mediation roles of academic selfefficacy, social self-efficacy, and emotional self-efficacy on the relationships between parental involvement (i.e., paternal involvement and maternal involvement) and subjective well-being (i.e., positive affect, negative affect, and life satisfaction) in Malaysian adolescents. Participants were 802 Malaysian high school students from 14 public schools, with an age range of 15-17 years. Results of a multiple mediator model indicated that academic self-efficacy and social self-efficacy were unique mediators in the relationships between parental involvement (both paternal involvement and maternal involvement) and adolescent positive affect. Besides, academic self-efficacy was found to be the only unique mediator in the relationships between parental involvement and adolescent life satisfaction. Emotional self-efficacy did not uniquely mediate the relationships between parental involvement and adolescent positive affect and life satisfaction. None of the proposed mediators uniquely mediated the relationships between parental involvement and adolescent negative affect. This study suggests that paternal involvement is just as crucial to adolescent positive development as maternal involvement. In addition, this study also extends our insight into the specific roles of academic, social, and emotional self-efficacy in the relationship between parental involvement and the components of subjective wellbeing among adolescents.

Cognitive Flexibility and Mental Well-Being in Turkish Adolescents: The Mediating Role of Academic, Social and Emotional Self-Efficacy

“…This notion has been also supported by Caprara, Steca, Gerbino, Pacielloi and Vecchio (2006) who stated that perceived selfefficacy foster positive expectations about the future, to retain a high self-concept, to perceive life satisfaction and to experience more positive emotions. Other researchers have confirmed that adolescents' self-efficacy beliefs have positive effects on psychological well-being (Moeini et al, 2008;Tommasi et al, 2018), subjective well-being (Ma, Zeng & Ye, 2015;Yap & Baharudin, 2016) and quality of life (Taş, Öztürk-Çopur, Ünlü, Tüzün, & Özcebe, 2017). Telef and Ergün (2013) found, on sample composed by 311 Turkish adolescents, that academic, social, and emotional self-efficacy beliefs predicted their subjective well-being.…”

Bienestar Subjetivo de Niños/as y Adolescentes: revisión integradora

“…Alunos com currículo escolar acrescido de atividades de esporte e artes estiveram mais satisfeitos com suas vidas (Orkibi, Ronen, & Assoulin, 2014). O apoio social dos professores e pares (e.g., Tian, Zhao, & Huebner, 2015) e o envolvimento dos pais (Yap & Baharudin, 2015) tiveram efeitos benéfi cos sobre a autoefi cácia dos adolescentes e estas, por sua vez, facilitaram experiências de BES. Além disso, as forças de caráter temperança e transcendência (Shoshani & Slone, 2013), propósito de vida e objetivos direcionados (Erylmaz, 2012) foram indicadores de BES na escola.…”

Self-effi cacy and Positive Youth Development: A Narrative Review of the Literature

“…With regard to data collection instruments in general, the use of scales and questionnaires predominated, as shown in Table 3. To evaluate self-effi cacy, 17 different instruments were adopted, with the most used being: measures containing subscales evaluating academic selfeffi cacy: Self-effi cacy Scales (Perceived Competence Scale for Children-PCSC; Chung & Elias, 1996), Escala de Autoefi cácia Acadêmica (Guerreiro-Casanova et al, 2011), Cuestionario sobre la Autoefi cacia Académica General (Gaxiola & Armenta, 2016) and Self-effi cacy Questionnaire for Children (Yap & Baharudin, 2016). These were followed by, the Self-Effi cacy Scale for Occupational Activities (EAAOc; Noronha & Ambiel, 2008;Nunes & Noronha, 2009; and the evaluation of self-effi cacy for career development: Career Decision-making Self-effi cacy Scale-Short Form (CDMSES-SF; Gushue, 2006), Career Decision Self-effi cacy Scale-Short Form (CDSE; Di Fabio & Kenny, 2015), and Inventário de Autoefi cácia em Desenvolvimento da Carreira (CD-SEI; Leal et al, 2015).…”

“…Regarding the social domain of investigation shown in Table 3, 53% of the studies involved only the school domain (n=10), as in the studies conducted by Chung and Elias (1996) and Yap and Baharudin (2016), for example. There were also four studies (Guerreiro-Casanova et al, 2011;Leal et al, 2015;Noronha & Ambiel, 2008;Ventura & Noronha, 2014) that jointly investigated the school and family domains, as well as three studies (Carvajal et al, 1999;Di Fabio & Kenny, 2015;Gonzalez et al, 2014) that analyzed the school domain and the peer group simultaneously.…”