Levels Of Social Self-efficacy Research Articles

Does social self-efficacy act as a mediator in the relationship between parental control and social anxiety?

This study aimed to investigate the mediating role of social self-efficacy in the relationship between parental control and social anxiety. The study population comprised all first and second-year high school students studying in Ahvaz County during the academic year 2020 to 2021. A total of 373 (53.08% female and 46.92% male) students were selected using multistage cluster sampling. The mean age ( SD) of the participants was 15.06 (2.4) years. The data were collected using the Parental Psychological Control Scale (PPCS), the Social Anxiety Scale for Adolescents (SAS-A), and the Self-Efficacy for Social Situations Scale (SESS). The reliability of the research tools was assessed using Cronbach’s alpha method, and path analysis was used to analyze the data. The results showed that both achievement-oriented and dependency-oriented parental control was directly related to social self-efficacy, which, in turn, was significantly related to social anxiety. Moreover, social self-efficacy completely mediated the relationships between achievement-oriented and dependency-oriented parental control with social anxiety. Therefore, reducing parental psychological control can increase adolescents’ level of social self-efficacy, which can subsequently decrease their social anxiety.

Social support as a source of vitality among college students: The moderating role of social self‐efficacy

AbstractWhereas social support contributes to individual vitality and academic performance, the theoretical process through which social support promotes performance, and for whom it is most beneficial in this respect, remain open questions. We developed a conceptual model in which social support influences academic performance by promoting vitality, particularly among individuals who are low on social self‐efficacy (SSE). Social support has a positive effect on university students' academic performance, which is largely explained by its relationship with reported vitality among students with relatively low levels of SSE but not among students with higher SSE. We discuss the theoretical and practical implications for the existing literature on social support and vitality in academic settings.

Social Self-Efficacy and its Relationship to Loneliness and Internet Addiction among Hashemite University Students

The present study investigates the relationship between social self-efficacy, loneliness and internet addiction among Hashemite University students. It defines the level of social self-efficacy, and whether there are statistically significant differences by gender, academic specialization and academic level; and defines the levels of loneliness and internet addiction. The purposive sample consisted of (618) students at Hashemite University. The Social Self-efficacy, Loneliness and Internet Addiction Scales were used. The results show that the level of social self-efficacy was medium, with statistically significant differences in the level of social self-efficacy attributed to students by gender in favor of male students, and in the level of social self-efficacy by academic level in favor of second-year students. The level of loneliness was medium, as was the level of internet addiction. There was a negative correlation between social self-efficacy and loneliness and internet addiction, and a positive correlation between loneliness and internet addiction.

The effects of parent–child communication patterns on children's interactive communication in online communities: focusing on social self-efficacy and unwillingness to communicate as mediating factors

The purpose of this study is to determine which of the following factors influence children's online communication: parent–child communication (PCC), social self-efficacy (SSE), and unwillingness to communicate (UTC). To examine children's online communication, the researchers obtained survey data from 425 elementary school students in South Korea and tested a hypothesized structural model using EQS/Windows. The findings suggest that open communication between parents and children is associated with higher levels of SSE and lower levels of UTC among children. According to the two variables, open PCC has an indirect influence on interactive communication in online communities. Overall, this study offers meaningful results indicating that children's interactive online communication is influenced by their characteristics of interpersonal communication resulting from open PCC.

SOME VARIABLES PREDICTING SOCIAL SELF-EFFICACY EXPECTATION

The rate at which adolescents' social self-efficacy levels can be predicted by variables such as the level of the adolescents' attachment to their parents and their peers, problem-solving skills, learned resourcefulness, perceived marital adjustment of their parents, and their mothers' interpersonal relationships was examined. Volunteer high school students (N = 194), and their mothers were the participants. Students completed the Social Self-Efficacy Expectation Scale for Adolescents (SSES-A; Bilgin, 1999). Data were collected through the Inventory of Parent Attachment (IPA; Hortaçsu & Oral, 1991), the Inventory of Peer Attachment (IPA; Hortaçsu & Oral, 1991), the Interpersonal Relationship Scale (IPRS; Sahin, Durak, & Yasak, 1994), the Problem Solving Inventory (PSI; Savas¸ir & Şahin, 1997), Rosenbaum's (1980) Learned Resourcefulness Schedule (RLRS), and the Perceived Marital Adjustment Questionnaire (PMAQ; Akkapulu, 2005). The result of the stepwise regression analyses revealed that learned resourcefulness, problem-solving skills, perceived marital adjustment, the level of peer attachment, the mothers' nourishing interpersonal relations, and parental attachment levels, were all significant predictors of social self-efficacy.