Self-efficacy Beliefs and Representation of Self and Psychology A Longitudinal Study with Psychology University Students

Abstract

The present study was aimed to explore the relationship between self-efficacy beliefs and the representation of self and psychology in 67 students attending psychology degree course at University of Catania (East Sicily). Participants were interviewed both at the beginning of the first (T1) and the last year (T2) of the course. Measures: empathic, interpersonal-social communication, and problem solving self-efficacy scales (Caprara, 2001); semantic differentials for actual self, future self, and the psychology (see Osgood, Tannenbaum, & Suci, 1957); a 7-point Likert scale to assess the usefulness of psychology. Results: students improved interpersonal-social communication self-efficacy and enhanced the usefulness of psychology. Moreover, students at T2 evaluated: actual self as more desirable, optimist, resistant, secure, and decided than at T1 and future self as more forceful and desirable but less reflective, mature, calm, stable, and simple than at T1. Students at T2 considered psychology as less deep, quiet, resistant, calm, stable, confident, and consistent than at T1. Empathic self-efficacy affected representation of psychology both at T1 and at T2, and the representation of future self at T1 and of actual self at T2. Interpersonal-social communication self-efficacy affected actual self at T1 and future self at T2.