Abstract
The aim of this study was to verify the correlations between three types of self-efficacy and factors of resilience in a sample of 155 Italian early adolescents. We used the following measures: the Scholastic Self-efficacy Scale, the Empathic Self-efficacy Scale, and the Problem solving Self-efficacy Scale (Caprara, 2001) and the Resiliency Attitudes and Skills Profile (De Caroli & Sagone, 2014). Results demonstrated that early adolescents highly self-efficient in problem solving and in scholastic performances, and those who reported a higher empathic self-efficacy tended to express a greater resilience than lowly self-efficient ones. Future research could deepen these significant relations in children and adults.
Highlights
The central aim of this paper is to explore the relationship between psychological resilience and self-efficacy in adolescence (Bandura, 1986; Wagnild & Young, 1993), suggesting to deepen the role of different types of self-efficacy in relation to this important construct considered as the ability to overcome hardships and flourish in the face of them (Ryff & Singer, 2003) and to bounce back from adversities adopting positive coping strategies (Masten et al, 1999)
On the basis of Hurtes and Allen’s approach (2001) and according to our revised factorial model of resilience (De Caroli & Sagone, 2014), highly resilient individuals try to figure out things they don’t understand, to deal with the consequences of their actions and can change their behavior in order to match them with the situation, tend to avoid situations where they could get into trouble and learn from their mistakes, are likely to know when they are good at something, and tend to look for the “brighter side” of tough situations and to manage stress with sense of humor
Correlational analyses were computed between self-efficacy measures and factors of resilience (Table 1), noticing that almost all factors of resilience were linked to the three types of self-efficacy: a) sense of humor was correlated strongly with self-efficacy in problem solving, but moderately with empathic and scholastic self-efficacy; sd=6,18), and in scholastic performance self-efficacy (M=42,85, sd=10,11), without significant differences for sex and age
Summary
The central aim of this paper is to explore the relationship between psychological resilience and self-efficacy in adolescence (Bandura, 1986; Wagnild & Young, 1993), suggesting to deepen the role of different types of self-efficacy in relation to this important construct considered as the ability to overcome hardships and flourish in the face of them (Ryff & Singer, 2003) and to bounce back from adversities adopting positive coping strategies (Masten et al, 1999). On the basis of the Flach’s theory (1989), focused on the “law of disruption and re-integration” in terms of the act of “falling apart” or “being distressed by change”, resilience has been considered as the “ability an individual has to recover from distressing and challenging life events with increased knowledge to adaptively cope with similar adverse situations in the future”; resilience is made up of the psychological strengths required in order to successfully navigate change This theory postulated that temporary challenges are viewed as good opportunities to deal with old wounds, to discover new coping mechanisms, and generally re-organize one’s perspective on daily life. This process, defined as “re-integration”, could permit to re-form ones’ view of the world and of oneself in the light of a homeostatic process (Flach, 1989)
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Schedule a callMore From: International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología.
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