Mediating the Relationship Between Parental Control/Support and Offspring Delinquency: Self-Efficacy for a Conventional Lifestyle Versus Self-Efficacy for Deviance

2017 ◽  
Vol 64 (5) ◽  
pp. 606-624 ◽  
Author(s):  
Glenn D. Walters
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Parental Monitoring ◽  
Social Cognitive ◽  
Negative Binomial ◽  
Parental Control ◽  
Cognitive Variable ◽  
School Students ◽  
Social Cognitive Variable ◽  
The Relationship

This study sought to determine whether self-efficacy for a conventional lifestyle mediated the relationship between parental control/support and offspring delinquency using longitudinal data supplied by 2,252 (1,145 boys, 1,107 girls) high school students surveyed in the 10th, 11th, and 12th grades. The results of a three-regression negative binomial analysis revealed that self-efficacy for a conventional lifestyle mediated the relationships between Wave 1 parental monitoring and attachment, on one hand, and Wave 3 delinquency, on the other hand. Comparison pathways mediated by self-efficacy for deviance, consistent with predictions, did not achieve significance. These results indicate that a social cognitive variable, self-efficacy for a conventional lifestyle, may be partially responsible for the delinquency-inhibiting effects of parental control (monitoring) and support (attachment).

The Relationship Between Academic Self-Efficacy and Academic-Related Boredom

2016 ◽  
Vol 49 (2) ◽  
pp. 254-267
Author(s):  
Yangyang Liu ◽  
Zuhong Lu
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Amine Oxidase ◽  
School Students ◽  
Repeat Allele ◽  
Maoa Gene ◽  
Chinese High School Students ◽  
The Relationship ◽  
Academic Self Efficacy

The present study sought to examine the relationship between Chinese high school students’ academic self-efficacy and their academic-related boredom. Another objective was to explore the moderating effects of mono-amine-oxidase type A ( MAOA) gene polymorphism on this relationship. In a sample of 514 Chinese high school students, we measured their academic self-efficacy and academic-related boredom from Grades 10 to 12. In addition, we collected their DNA. Data were analyzed by using a linear mixture model. The results indicated that students’ academic self-efficacy negatively predicted their academic-related boredom. The relationship between academic self-efficacy and academic-related boredom was more reliable for students with the 3-repeat allele than for the students with the 4-repeat allele. The findings suggested that the functional polymorphism of MAOA gene moderated the relationship between academic self-efficacy and academic-related boredom.

scholarly journals Self-efficacy, Adaptability and Intention of Searching for Vocational Guidance in Adolescents

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Rodolfo Augusto Matteo Ambiel ◽  
Thaline da Cunha Moreira ◽  
Dianniffer Aparecida Oliveira ◽  
Edson Cardoso Pereira ◽  
Débora Noemi Hernandez
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Vocational Guidance ◽  
Career Adaptability ◽  
School Students ◽  
The Difference ◽  
Positive Correlations ◽  
The Individual ◽  
The Relationship

Abstract Vocational guidance (VG) involves several variables that can help the individual to make a professional choice and build his or her career. The purpose of this study was to analyze the relationship between self-efficacy for professional choice and career adaptability in high school students, as well as to verify possible differences regarding the intention or not to participate in a VG process. 272 students participated in this study, from a public school, aged between 14 and 19 years, 51.5% female. A Sociodemographic Questionnaire, the Self-efficacy Scale for Professional Choice (EAE-EP) and the Career Adapt-Abilities Scale (CAAS-Brazil) were applied. From the Pearson correlation analysis, ANOVA and Cohen’s d, the results indicated positive correlations between the constructs, in addition, it was observed the difference between the students who would like or not to undergo a VG process. Implications for the practice are discussed.

Scared or Attached? Unraveling Important Links in Strain–Crime Relationships Among School Students

2018 ◽  
Vol 63 (8) ◽  
pp. 1175-1201 ◽  
Author(s):  
Anastasiia Kuptsevych-Timmer ◽  
Olena Antonaccio ◽  
Ekaterina V. Botchkovar ◽  
William R. Smith
Keyword(s):  
Parental Monitoring ◽  
Negative Binomial ◽  
Future Research ◽  
Adolescent Delinquency ◽  
Research Needs ◽  
School Students ◽  
Decomposition Procedure ◽  
Theory Of Crime ◽  
General Strain ◽  
The Relationship

Drawing on general strain theory of crime, the study employs the survey data from a random sample of 600 school students in Lviv, Ukraine, to examine how sanction risks and social bonds mediate and moderate the relationship between strain and adolescent delinquency. Findings from negative binomial regressions and the KHB decomposition procedure demonstrate that fear of sanctions and levels of social control mediate the relationships between strain and delinquency to a different degree, depending on the type of strain experienced. Results concerning conditioning effects are mixed, with only parental monitoring found to be a moderator of the strain–delinquency link. However, the direction of the interaction effect is unexpected. Future research needs to improve the specification of strain models and evaluate them in other sociocultural contexts.

Analyzing Peer Pressure and Self-Efficacy Expectations Among Adolescents

2012 ◽  
Vol 40 (8) ◽  
pp. 1301-1309 ◽  
Author(s):  
Binnaz Kiran-Esen
Keyword(s):  
High School Students ◽  
Self Efficacy ◽  
Peer Pressure ◽  
School Students ◽  
Social And Emotional ◽  
Efficacy Expectation ◽  
Efficacy Expectations ◽  
Pressure Scale ◽  
The Relationship ◽  
Academic Self Efficacy

The relationship between levels of peer pressure and self-efficacy expectations among adolescents was examined. The data were obtained from 546 high school students using the Self-efficacy Expectation Scale, developed by Muris (2001) and adapted into Turkish by Celikkaleli, Gündogdu, and Kıran-Esen (2006), and the Peer Pressure Scale (Kıran-Esen, 2003b). Although the findings showed significantly negative relationships between peer pressure and general and academic self-efficacy expectations in these adolescents, no relationships were found between peer pressure and social and emotional self-efficacy expectations. Moreover, general and academic self-efficacy expectations were higher in adolescents who were experiencing low levels of peer pressure than in adolescents with moderate and high levels of general and academic self-efficacy. However, no significant differences were observed in terms of social and emotional self-efficacy expectations.

scholarly journals O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

2018 ◽  
Vol 31 (1) ◽  
pp. 21
Author(s):  
Guilherme Da Silva Gasparotto ◽  
Thaynara Do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Tania Stoltz ◽  
Valdomiro De Oliveira
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Web Of Science ◽  
Educational Achievement ◽  
Self Psychology ◽  
Self Concept ◽  
School Students ◽  
The Relationship

O objetivo do estudo foi revisar sistematicamente as pesquisas que analisaram a relação do autoconceito com o rendimento acadêmico de adolescentes do ensino médio, bem como verificar quais variáveis e contextos dentro da escola foram abordados em conjunto ao autoconceito, para melhor explicar essa relação. A revisão incluiu estudos publicados nos últimos 10 anos nas bases eletrônicas de trabalhos científicos: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO e Web of Science. Foram utilizados os descritores caracterizando componentes do autoconceito (self, self-concept e self-psychology) com os descritores relacionados ao rendimento acadêmico, em que também se considerou a capacidade acadêmica percebida (academic achievement, underachievement, educational achievement, perception of competence, competence perception, self-efficacy). Dez estudos foram incluídos na revisão. A relação entre autoconceito e desempenho acadêmico mostrou-se consistente e se confirmou em nove dos 10 trabalhos. Outras variáveis também se apresentaram importantes na explicação do desfecho do rendimento acadêmico, tais como a motivação acadêmica, a prática de atividades extracurriculares, a autoeficácia acadêmica e o envolvimento dos pais.Palavras-chave:Estudantes; Psicologia do self; Adolescente; Avaliação do rendimento ABSTRACTThe aim of the study was to systematically review the studies that analyzed the relationship between self-concept and academic achievement in high school students, as well as to verify which variables and contexts within the school were approached together with self-concept, to better explain this relationship. The review included studies published in the last ten years in the scientific electronic databases: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO and Web of Science. The descriptors that characterized the components of self-concept used were those of self, self-concept and self-psychology, and the descriptors related to academic achievement, academic achievement, underachievement, educational achievement, perception of competence, competence perception and self-efficacy. Ten studies were included in the review. The relationship between self-concept and academic performance was consistent and confirmed in nine of the ten papers. Other variables that were important in explaining the academic achievement were academic motivation, the practice of extracurricular activities, academic self-efficacy and parental involvement.Keywords:Students; Self-psychology; Adolescent; Performance assessment

scholarly journals Social Cognitive Theory and Physical Activity Among Korean Male High-School Students

2018 ◽  
Vol 12 (4) ◽  
pp. 973-980 ◽  
Author(s):  
Chung Gun Lee ◽  
Seiyeong Park ◽  
Seung Hwan Lee ◽  
Hyunwoo Kim ◽  
Ji-Won Park
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Students ◽  
Physical Activity Interventions ◽  
Male High School

The most critical step in developing and implementing effective physical activity interventions is to understand the determinants and correlates of physical activity, and it is strongly suggested that such effort should be based on theories. The purpose of this study is to test the direct, indirect, and total effect of social cognitive theory constructs on physical activity among Korean male high-school students. Three-hundred and forty-one 10th-grade male students were recruited from a private single-sex high school located in Seoul, South Korea. Structural equation modeling was used to test the expected relationships among the latent variables. The proposed model accounted for 42% of the variance in physical activity. Self-efficacy had the strongest total effect on physical activity. Self-efficacy for being physically active was positively associated with physical activity ( p < .01). Self-efficacy also had positive indirect effects on physical activity through perceived benefits ( p < .05) and goal setting ( p < .01). The results of this study indicated that the social cognitive theory is a useful framework to understand physical activity among Korean male adolescents. Physical activity interventions targeting Korean male high-school students should focus on the major sources of efficacy.

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