Adolescent Self-efficacy Research Articles

The relationship between stress and health-related quality of life and the mediating role of self-efficacy in Norwegian adolescents: a cross-sectional study

During the transitional phase from childhood to adulthood, adolescents encounter many changes and challenges. Stress is associated with reduced health-related quality of life (HRQOL) in adolescents and, thus, impacts all aspects of their life. Adolescents' thoughts and beliefs in their capacity may be essential with regard to their subjective perception of stress and coping with it. Insights into the complexity of stress and exploration of the possible underlying mechanisms in adolescence are needed. We sought to describe stress, HRQOL, and self-efficacy and explore the association between stress and HRQOL by testing for self-efficacy as a possible mediator in adolescents. In total, 696 school-based adolescents aged 14-15years participated in this study. Participants were recruited from 22 schools in the Eastern and Southern parts of Norway. All participants completed an electronic survey in their respective classrooms. The survey included demographic data, the Perceived Stress Questionnaire, the KIDSCREEN-27 questionnaire measuring HRQOL, and the General Perceived Self-Efficacy Scale. Statistical analyses were conducted using the PROCESS macro for SPSS Statistics software by Andrew Hayes model 4. Descriptive analyses revealed overall low levels of stress with a score of 0.29 (SD, 0.15). Nevertheless, stress was negatively associated with all HRQOL subscales: physical well-being (B = - 25.60), psychological well-being (B = - 38.43), autonomy and parents (B = - 28.84), social support and peers (B = - 21.05), and school environment (B = - 30.28). Furthermore, these respective associations were all mediated by self-efficacy, which explained approximately one-fifth of the reduction in HRQOL. The highest degree of mediation and, thus, the largest indirect effect was estimated for the HRQOL subscale physical well-being (31.7%). Our findings extend prior research on the mechanisms underlying the relationship between perceived stress and HRQOL in adolescents. They demonstrated that perceived stress explained most of the reduction in the HRQOL after adjusting for the effect of self-efficacy. Hence, stress itself appears to be an important target for future interventions to enhance HRQOL, rather than purely focusing on increasing self-efficacy to enhance the HRQOL in adolescents. Our findings highlight the importance of a better understanding of the underlying mechanisms to develop strategic and accurate interventions for adolescents.

Using VR to investigate bystander behavior and the motivational factors in school bullying

The main goal of this study is to develop a virtual reality (VR)-based scenario of bullying that is more effective in investigating the motivational factors (i.e., emotion, self-efficacy) of adolescents' bystander behavior than the traditional text method. The second goal is to examine how emotion and defender self-efficacy relate to adolescent bystander behavior. Eighth graders (N = 229) from Taiwan participated in 2 (presentation mode: VR vs. text) x 2 (participant sex: boys vs. girls) x 2 (actor sex: boys vs. girls) experimental trials. The results of MANCOVAs indicated that boys displayed less outsider and pro-bullying behavior in the VR group than in the text group; however, there were no differences in bystander behavior for girls. The subjects in the VR group experienced more fear and excitement, less empathy, and a lower level of defender self-efficacy than those in the text group. The results of regression analyses showed that higher levels of anger and defender self-efficacy significantly predicted positive bystander behavior. Qualitative data revealed that VR provided the subjects with a vivid and realistic bullying experience and enabled them to experience emotions such as anger, empathy, and fear. The findings demonstrate that VR increases students’ antibullying attitudes, justice emotions, and positive bystander behavior. However, VR does not provoke more empathy and self-efficacy, as expected. VR might capture a different dimension of response to bullying than the traditional text method. Nevertheless, VR has promise as an educational tool for developing bystander intervention in high school.

Relationship of coping strategies with resilience, self-efficiency, and anxiety in the new normal period of the covid-19 pandemic on Teenagers In Kupang City

<p><strong><em>Background</em></strong><em>: The COVID-19 pandemic has caused everyone to feel anxious. The government has made several preventive strategies to inhibit the spread of the virus through social distancing, physical distancing, and the stay at home order which lead to the decreasing access to family, friends, and other social support systems and causing loneliness and increasing psychological problems such as anxiety and depression. Thus, everyone, especially teenagers, are expected to be able to adapt to the new habits (the new normal) in carrying out healthy and clean-living behaviour. Those who are prone to COVID-19 gradually develop adaptive and functional skills and competencies, and build a self-identity that can prepare themselves to carry out their roles and respond to societal expectations as they mature, which can also be regarded as a period of storms and stress. <strong>Objectives: </strong>Is to identify the relationship of coping strategies with resilience and anxiety in the transition to the new normal during the COVID-19 pandemic on teenagers in Kupang City. </em></p><p><strong><em>Methods:</em></strong><em> The research design used in this study was cross-sectional. The sample in this study was 147 measured using the inclusion and exclusion criteria that had been set. Meanwhile, the inclusion criteria in this study were as follows: domiciled in Kupang City, have stayed in Kupang for more than 3 years, aged over 15-19, and class VII of junior high school. The measuring instrument used in this study is the Ways of Coping questionnaire from Folkman to measure coping strategies, the self-rating anxiety scale (SRAS) questionnaire from Zung to measure anxiety, and the Gartland Questionnaire to measure resilience. The data analysis was conducted by using Chi Square test. </em></p><p><strong><em>Results</em></strong><em>:The results showed p-value < 0.05 was a relationship of coping strategies with self-efficacy and anxiety on junior high school teenagers in Kupang City. </em></p><p><strong><em>Conclusions</em></strong><em>: Coping strategies have a very significant relationship with self-efficacy and anxiety in adolescents. Adolescents who have good coping strategies have good self-efficacy during the new normal era. This is also similar to anxiety, adolescents who have good coping strategies have low anxiety.</em></p>

A Multidimensional Approach to Measuring Distress in Children Undergoing Hematopoietic Stem Cell Transplantation: Three Raters’ Perspectives and Stress Biomarkers in Saliva and Blood

Background Hematopoietic stem cell transplantation (HSCT) offers a potentially life-saving cure to adults and children suffering from advanced malignancies or other incurable immunological, hematological, or metabolic diseases. The substantial advances in HSCT-technology during the last 30 years are paralleled by continuously rising numbers of transplantations and improved long-term survival. Despite striking progress, HSCT is still associated with severe physical and psychological distress. While medical aspects of HSCT have received comprehensive scientific attention, there are comparatively few studies examining the psychosocial effects of HSCT in childhood. Material and Methods We analyzed the type, course and influencing factors of distress during pediatric HSCT by using a multidimensional approach encompassing three raters’ perspectives and stress biomarkers in saliva and blood. The aim of this prospective study was to establish a scientific basis for the development of supportive interventions adjusted to the needs of children undergoing HSCT. Methods: We examined mental and somatic distress of n=39 children in the assessment period between ten days before and 200 days after HSCT at eight measurement points (baseline; day -10 before stem cell transfusion, day 0 (day of stem cell transfusion), day +10, day +20, day +30, day +60, day +100 and day +200). At each time point distress was measured by questionnaires administered to parents, medical staff, and children as well as through established stress biomarkers in saliva (alpha-amylase) and blood (cortisol, free triiodothyronine, free thyroxine and thyroid-stimulating hormone). Additionally, state and trait anxiety of parents as well as self-efficacy of adolescents were captured by questionnaires at baseline, day +30 and day +200. Results Particularly adolescents showed already heightened mental distress-levels on admission to hospital. Somatic distress of all children and depressive symptoms of adolescents peaked at the day of stem cell transfusion with a subsequent decline. This trajectory of distress symptoms was not reflected by the course of the stress biomarkers. While there was high agreement between the ratings of parents and their children regarding all distress assessments, proxy reports by parents and medical staff showed higher consensus regarding physical than psychological distress. Thyroid hormone levels correlated significantly negatively with the distress intensity depicted by questionnaires. Age, trait anxiety of parents and self-efficacy of adolescents did not yield significant influence on the extent of distress perceived by the children during HSCT. However, we found significant, positive correlations between state anxiety of parents and self-rated mental distress of their adolescent children as well as between state anxiety of parents and somatic and mental distress of their children as rated by the parents. Clinical factors showed little effect on distress intensity in general. Yet children who received an allogeneic HSCT reported significantly stronger feelings of helplessness than children who received an autologous HSCT. Moreover, cortisol levels were significantly higher in children receiving a haploidentical HSCT (compared to children receiving an HSCT from MSD or MUD) and in children with relapse of their disease (compared to children without relapse). Conclusions An ideal support program should start already prior to HSCT and encompass at least the acute in-patient phase of the transplantation. Furthermore, communication about the psychological distress of children should be actively encouraged in clinical settings and whenever possible the child should be consulted directly. To reevaluate the suitability of biomarkers as distress indicators during HSCT as well as the influence of age, trait anxiety of parents and self-efficacy of adolescents on distress during HSCT additional studies with bigger cohorts are necessary. We suggest testing the effect of psychotherapy for children and their families before and during the acute phase of HSCT in randomized controlled intervention studies to further improve future HSCT care.

Factors associated with smoking refusal self-efficacy among Finnish and Portuguese early adolescents

ABSTRACT Background Research indicates that refusal self-efficacy predicts adolescent smoking behavior and needs to be addressed in health education programs. Developing such programs requires examining the factors associated with smoking refusal self-efficacy in the target group. Thus, our study examined factors associated with smoking refusal self-efficacy among early adolescents in Finland and Portugal. Methods Self-reported data on smoking refusal self-efficacy, smoking outcome expectations, smoking-related attitudes, motives, and motivations were obtained from 295 early adolescents, and analyzed using a logistic regression and correlation calculations. Results Experiences with tobacco, smoking-related attitudes and motives, the motivation to refrain from smoking in the future, and smoking outcome expectations were associated with smoking refusal self-efficacy. Gender, and the smoking behavior of relatives and friends were independent predictors of smoking refusal self-efficacy. The findings were similar in both countries. Conclusions Our results strengthen the notion that parental smoking is not associated with smoking refusal self-efficacy of early adolescents but smoking by friends and relatives and gender favoring girls are. Thus, health education programs aiming to support early adolescent smoking refusal self-efficacy need to consider the role of peer influence and the social acceptance of smoking and place more emphasis on effectively supporting boys’ smoking refusal self-efficacy.

Social Support, Self-Efficacy, and Spirituality of Adolescents: A Structural Equation Model of Their Personal Resilience During a Pandemic

The research identified the best fit model of personal resilience among 400 adolescents during a pandemic in Region XII, Philippines. A quantitative non-experimental method employing descriptive-correlation approach was utilized. The study applied mean, multiple regression, Pearson-product moment correlation, and structural equation modeling in analyzing the data. Results exhibited that the three exogenous variables, specifically, social support, self-efficacy, and spirituality, and the endogenous variable which is personal resilience were very high. The exogenous variables significantly influence the endogenous variable with spirituality as the best predictor of personal resilience. The best-fit model recognized the important connection of the three exogenous variables with personal resilience. The best fit model accentuated and established that social support, indicated by emotional support and instrumental support; self-efficacy, indicated by persistence; and spirituality, indicated by a feeling of security and mindfulness influenced and best predict the personal resilience of adolescents during a pandemic as indicated by novelty-seeking and emotional regulation. Nonetheless, social support, self-efficacy, and spirituality abetted adolescents to develop personal resilience to handle distress and cope during the pandemic.

Commentary on "Enhancing the Content Validity of Self-Reported Physical Activity Self-Efficacy in Adolescents: A Qualitative Study".

Commentary on "Enhancing the Content Validity of Self-Reported Physical Activity Self-Efficacy in Adolescents: A Qualitative Study".

Influence of Single Parenting on Self-Efficacy of Adolescents: A Comparative Study of Broken and Intact Households

This research is a cross-sectional quantitative research design to examine how the social progress of the adolescents especially their self-efficacy was more strongly associated with single parents or intact families and to investigate in what way the absenteeism of either of the two parentages can affect the age, education, family size, and birth order. Adolescents of sole and intact domestic setup, both men, and women (N=320, 160 young from sole parents and 160 young from dual parentage) were involved in the survey asking about their self-efficacy. The General Self-Efficacy Scale (GSE) by Schwarzer and Jerusalen was utilized to gather data. Information was scrutinized using SPSS. An important change was evident in the self-efficacy of adolescents having both parents over youngsters with sole parents. A relationship not very strong was visible amid age, schooling, and self-efficacy. For the order of birth, it was seen that adolescents having both parents remained more statistically related than teenagers having only parents. The results approved a sturdy household arrangement to strengthen intact families working by stressing the combined domestic relations that exclusively help boost both marital and paternal and maternal grandparents and grandchild relationships. The sociologists and teachers occupied with step-parentages must pay attention to both endorsing pessimistic approaches like passionate dealings, robust matrimonial bondage, and self-assurance in marriages.

Adolescent self-efficacy mediates the relationship between perceived parenting practices and fruit and vegetable consumption in the FLASHE study

Objective: In the USA, few adolescents meet the national recommendations for fruit and vegetable consumption (FVC). This study examined the associations between two perceived food parenting practice scales (Promote and Ensure FVC Intake) and adolescent FVC, and assessed whether these associations were mediated by adolescent self-efficacy. Design: The study took the form of a secondary data analysis of publicly available data from the Family Life, Activity, Sun, Health, and Eating Study (FLASHE), a cross-sectional, Internet-based study administered by the US National Cancer Institute (NCI) between April and October 2014. Methods: Data from 1,354 parent–adolescent dyads were analysed. The PROCESS macro was used to conduct mediation analyses to estimate the indirect effect (IE) of each parenting practice on FVC through adolescent self-efficacy, adjusted for parental and adolescent characteristics. In addition, we examined whether adolescent age, gender, race/ethnicity or weight status moderated the mediation model. Results: The IEs were each statistically significant (Promote FV Intake: IE = 0.063, 95% bootstrap confidence interval [CI] = 0.046, 0.080; Ensure FV Intake: IE = 0.014, 95% bootstrap CI = 0.004, 0.024; p < .05 each), indicating significant mediation by adolescent self-efficacy. However, no adolescent characteristics moderated the effects of parenting practices on FVC through self-efficacy. Conclusions: Interventions should continue to promote parenting skills to improve adolescent self-efficacy and FVC. Insufficient evidence for moderation of the mediation effect by adolescent age, sex, race/ethnicity or weight status implies that the significant relationship between food parenting practices and FVC, mediated by self-efficacy, may operate similarly for adolescents that differ in each of these characteristics.

Exploring the Influence of a Community-Based Peer-Led Wheelchair Skills Training on Satisfaction with Participation in Children and Adolescents with Cerebral Palsy and Spina Bifida: A Pilot Study.

Background: Peer-led approaches improve satisfaction with participation, wheelchair skills and wheelchair use self-efficacy in adults, but the evidence is limited in children. This pilot study aimed to explore the influence of community-based, peer-led, group wheelchair training program (i.e., Seating To Go) on satisfaction with participation (primary outcome), wheelchair skills, and wheelchair use self-efficacy in children and adolescents with cerebral palsy and spina bifida. Methods: A single group pre-post design was used. Invitations were shared online and diffused by clinicians and advocacy and provider groups to recruit a convenience sample of eight pediatric wheelchair users. Participants completed the Seating To Go program in groups that were facilitated by adult wheelchair users. Satisfaction with participation (Wheelchair Outcome Measure-Young People), wheelchair skills (Wheelchair Skills Test), wheelchair use self-efficacy (Wheelchair Use Confidence Scale), and perceived wheelchair skills capacity (Wheelchair Skills Test Questionnaire; proxy rating: parents) were evaluated before and after the Seating To Go program. Descriptive statistics and nonparametric longitudinal data analysis were conducted to explore changes in all outcomes from baseline to post-intervention. Results: Pediatric wheelchair users (ranging in age from 5 to 15 years) and their parents reported statistically significant improvements in satisfaction with participation. The improvements in wheelchair skills and wheelchair confidence were also statistically significant, but not the parents’ perception of their children’s wheelchair skills. Conclusions: A community-based peer-led approach to wheelchair skills training seems promising for improving wheelchair outcomes in pediatric wheelchair users. Further controlled studies with larger samples are warranted.

The 'perfect' lens: Perfectionism and early adolescents' math self-efficacy development.

Self-efficacy, or the beliefs learners hold about what they can do, develops largely from how learners perceive and interpret four main sources of information: mastery experiences, vicarious experiences, social persuasions and physiological and affective states. Although the relationship between these sources and self-efficacy is well-established, less is known about the factors that may influence how early adolescent learners perceive and interpret information from these sources. The purpose of this study was to investigate how the predisposition of perfectionism might predict how learners perceive efficacy-relevant information in the domain of math. Using a correlational design, this study considered whether perfectionism was associated with how middle school students (N= 1683) perceive information from the four hypothesized sources of self-efficacy. Participants completed a paper-based survey at two time points. Perfectionism was measured at Time 1. Self-efficacy and its sources were measured at Time 2. Structural equation modelling techniques were used to examine the relationship between factors. Students who held themselves to high standards (i.e., greater self-oriented perfectionism) reported higher levels of mastery experiences, vicarious experiences, social messages and self-efficacy. Conversely, students who felt external pressure to be perfect (i.e., socially prescribed perfectionism) reported lower levels of mastery experiences, vicarious experiences and self-efficacy, as well as higher levels of negative physiological and affective states. The relationship between perfectionism and self-efficacy was partially mediated by students' perceptions of mastery. This study extends the current literature on the sources of math self-efficacy in early adolescence by showing how a predisposition like perfectionism is associated with how adolescent learners perceive and interpret efficacy-relevant information.

Descriptive Study of Friendship Networks in Adolescents and Their Relationship with Self-Efficacy and Alcohol Consumption Using Social Network Analysis.

Alcohol is a widely used legal drug. Self-efficacy takes on great importance in an adolescent’s development. Levels of self-efficacy can contribute to the decision-making process of the adolescent. In this phase, a group of friends becomes increasingly important. Alcohol is present in different social aspects. Adolescents use alcohol as a social facilitator or as part of the development of their autonomy. The purpose of this study is to describe and analyze the structure of the friendship network, self-efficacy, and alcohol consumption in adolescents. Methods: We used an online platform with validated self-reported questionnaires to collect the data. The sample consisted of 195 adolescents aged between 16 and 18, from different educational centers in Bierzo (Spain). Results: It was found that 43.6% of the adolescents in our research were high-risk consumers. Significant differences were obtained in terms of self-efficacy and different network metrics. These networks were represented by considering the levels of alcohol consumption. In the friendship network, we observed how the central adolescents presented higher levels of self-efficacy and lower alcohol consumption. Conclusions: Self-efficacy is established as a predictor of coping and not consuming alcohol and adolescence as a crucial moment to implement prevention strategies. Social Network Analysis is a useful tool that provides an image of the context in which adolescents find themselves.

Enhancing the Content Validity of Self-Reported Physical Activity Self-Efficacy in Adolescents: A Qualitative Study.

This study's primary purpose was to enhance the content validity of a self-reported measure of self-efficacy for physical activity (PA) in adolescents. This was addressed through assessment of younger and older adolescents' understanding of the construct of self-efficacy for PA, coupled with assessment of the content coverage and comprehensibility of items derived from existing measures. Participants completed individual semistructured and cognitive debriefing interviews as well as 3 PA self-efficacy questionnaires. Thematic analysis identified personal and environmental facilitators and barriers to PA self-efficacy. The major categories were physical; psychological; interaction with surroundings; support and relationships; attitudes; and services, systems, and natural environments. Cognitive interviews resulted in the retention of 52 final items: 24 for self-efficacy with perceived facilitators and 28 for self-efficacy to overcome barriers. This study provides a PA self-efficacy instrument with expanded content coverage that is relevant to adolescents as young as 11 years. With further validation testing in future studies, this instrument will enable pediatric physical therapists and researchers to assess PA self-efficacy and design effective intervention strategies to improve PA.

Early Adolescent Cognitive and Affective Empathy

Abstract. Cognitive and affective empathy have diverging relations to social–emotional adjustment. However, particularly during adolescence, these associations are not thoroughly understood. Using the Basic Empathy Scale (BES), we examined cognitive and affective empathy (including emotional contagion and emotional disconnection) in association with social–emotional adjustment (negative affect, shyness, social self-efficacy, friendship quality, and peer victimization) in early adolescents ( N = 321). Cognitive empathy and emotional contagion showed divergent links (cognitive empathy was related to positive adjustment, while emotional contagion was related to negative adjustment but also higher friendship quality). Emotional disconnection was negatively associated with social self-efficacy, supporting affective empathy as having multiple factors itself. The findings further validate the BES as a three-factor measure and have implications for understanding social–emotional adjustment in youth.

Investigation of the Relationship Between Health Promotion Behavior and Self-efficacy of Turkish Adolescents

Purpose: This research was carried out to identify the relationship between adolescent health promotion behaviors and the self-efficacy of students. 
 Materials and Method: This study is a descriptive study, which was carried out in a secondary school and two high schools in the provincial center of Ankara in the 2017-2018 academic year. Three different forms were used as data collection tools. These are questionnaire form, adolescent health promotion scale, and self-efficacy scale for children. The data were summarized as mean, standard deviation, and percentages. 
 Results: In adolescent health promotion scale and all subscale scores, there were significant differences according to their class, age, success status, health state perception, beliefs in managing future health statuses, wearing a seat belt, wearing a helmet while riding a bicycle or motorbike, using pedestrian crossings and overpasses when crossing the road. In self-efficacy scale and all subscale scores, there were significant differences according to their class, age, success status, health state perception, beliefs in managing future health statuses, wearing a seat belt, wearing a helmet while riding a bicycle or motorbike, using pedestrian crossings, and overpasses when crossing the road. There was a positive and significant correlation between health-promoting behaviors and self-efficacy. 
 Conclusions and Suggestions: Self-efficacy perception and health-promoting behaviors are gained during childhood and adolescence and maintained throughout life. For this reason, education, seminars, and activities to be given to students, teachers, and parents will be effective in increasing self-efficacy perceptions of adolescents and gaining health-promoting behaviors of adolescents.

Interpersonal Adaptation, Self-Efficacy, and Metacognitive Skills in Italian Adolescents with Specific Learning Disorders: A Cross-Sectional Study.

This study aimed to explore interpersonal adaptation, generalized self-efficacy, and metacognitive skills in a sample of Italian adolescents with and without a specific learning disorder (SLD). A total of 564 secondary and high school students (males = 236; females = 328; age range: 11–19; M = 16.14, SD = 1.70) completed a set of standardized tests assessing social and interpersonal skills (non-affirmation, impulsiveness, narcissism, social preoccupation, and stress in social situations), general self-efficacy, and metacognition. Students with SLD reported a lower interpersonal adaptation than students without SLD. Furthermore, students with SLD were more impulsive and had more problems handling social situations. They also reported lower levels of self-efficacy but higher metacognition scores than peers without SLD. The use of compensatory tools was associated with better interpersonal skills and higher levels of self-efficacy in students with SLD. Finally, using these instruments is predictive of high levels of metacognitive skills in adolescents with SLD. In line with the previous literature, this study showed the presence of a gap between adolescents with and without an SLD in terms of interpersonal adaptation, general self-efficacy, and metacognitive skills in the school context. Further studies are needed on the psychological well-being of adolescents with SLD and especially on the protective role of personal, social, and environmental characteristics.

Nursing intervention through peers for self-efficacy and alcohol consumption in adolescents

Background: alcohol consumption is a problem closely related to adolescence at first it tends to establish itself as a habit and later as an addiction when the individual is an adolescent. Objective: This study sought determine the effect of nursing intervention through peers in adolescent self-efficacy and alcohol consumption. Results: The results showed statistically significant differences after the intervention (z =-4.86; p =.000) and in the follow-ups of three (z =-4.78; p =.000) and six months (z =-4.78; p =.000), this was also seen in the consumption of alcohol in the measurement after the intervention (z =-4.74; p =.000) and in the follow-ups of three months (z =-4.74; p =.000) and six months (z =-4.74; p =.000). Conclusions: Based on the objective of the study it is possible to conclude that it is feasible to reduce the alcohol consumption and to promote self-efficacy in adolescents by means of “interconnected”.

Perilaku Seksual Berisiko serta Kaitannya dengan Keyakinan Diri Remaja untuk Mencegah: Studi Deskriptif

Background: The misuse of media or technology (smartphones, internet) to access various information including pornographic sites can increase adolescents to engage in sexual activity because adolescents continue to feel challenged to do so in real life.Objective: Describe risky sexual behavior and its relation to adolescent self-efficacy to prevent itMethod: The method used in this research is descriptive analytic conducted online by distributing questionnaire links to prospective respondents. The data analysis process used the Pearson testResults and Discussion: There is an increase in the number of incidents of risky sexual behavior, 39% of adolescents are not at risk, 8.1% are low risk, 27.7% are at moderate risk and 25.2% are at high risk. The majority of adolescents have the confidence to prevent risky sexual behavior by 64.8%. Furthermore, the results found that there was a significant relationship between risky sexual behavior and adolescent self- efficacy with a p value of 0.005.Conclusion: The increasing number of cases of risky sexual behavior can be of particular concern for all of us, especially health workers, to be able to develop educational program methods for adolescents, considering that this age is the nation's successor. Keywords: adolescent; risky sexual behavior; self- efficacy

청소년의 학업적 자기효능감 개인별 변화궤적 분류 및 영향요인 분석

Objectives This study classified the trajectory of changes in academic self-efficacy in adolescence and analyzed the effect of individual psychological characteristics, family factors, and school factors on the potential class type of changes in academic self-efficacy. Methods In the data of the Daegu Institute of Future Education's Daegu Education Longitudinary Study, some of the data tracked every year for first-year middle school students from 2017 to 2020 were analyzed. Using the latent growth model, the types of changes in academic self-efficacy were classified and multinomial logistic regression analysis was conducted to analyze the effect of the changes in academic self-efficacy on the types of potential classes. Results As a result, as a result of the study, the trajectory types of changes in academic self-efficacy were classified into three types: ‘Low-level radical upward type’, ‘Medium-level maintenance type’, and ‘High-level gradual upward type’. Academic self-efficacy Factors influencing individual potential classes were more likely to be included in self-recognition among individual psychological characteristics factors, and the better the challenge, the more likely it was to be included in the “Medium-level maintenance type” or “High-level gradual increase type.” The higher the parent's support, the higher the likelihood of being included in the ‘Medium-level maintenance type’ and the ‘High-level gradual increase type’, the better the parent-child relationship, and the higher the parent's support, the higher the likelihood of being included in the ‘High-level gradual increase type’. In terms of school factors, it was confirmed that the better the friend relationship and the higher the teacher's support, the more it was included in the ‘low-level radical rise type’. Conclusions Through this study, it was confirmed that there was an average change in adolescents' academic self-efficacy for four years from the first year of middle school to the first year of high school, and the difference between individuals was significant. In addition, predictors that are included in each type of ‘Low-level radical rising type’, ‘Medium-level maintenance type’, and ‘High-level gradual rising type’ of academic self-efficacy were identified, and the effects of personal psychological characteristics, family factors, and school factors on adolescents were explored. These findings imply that it is necessary to consider the factors affecting the trajectory of changes in adolescents' academic self-efficacy, and through this, it can be expected that the improvement of adolescents' academic self-efficacy can have a positive effect on academic achievement and school life. It is also meaningful that it can provide implications for school education and the role of teachers to improve adolescents' academic self-efficacy.

청소년의 학업적 자기효능감 개인별 변화궤적 분류 및 영향요인 분석

Objectives This study classified the trajectory of changes in academic self-efficacy in adolescence and analyzed the effect of individual psychological characteristics, family factors, and school factors on the potential class type of changes in academic self-efficacy. Methods In the data of the Daegu Institute of Future Education's Daegu Education Longitudinary Study, some of the data tracked every year for first-year middle school students from 2017 to 2020 were analyzed. Using the latent growth model, the types of changes in academic self-efficacy were classified and multinomial logistic regression analysis was conducted to analyze the effect of the changes in academic self-efficacy on the types of potential classes. Results As a result, as a result of the study, the trajectory types of changes in academic self-efficacy were classified into three types: ‘Low-level radical upward type’, ‘Medium-level maintenance type’, and ‘High-level gradual upward type’. Academic self-efficacy Factors influencing individual potential classes were more likely to be included in self-recognition among individual psychological characteristics factors, and the better the challenge, the more likely it was to be included in the “Medium-level maintenance type” or “High-level gradual increase type.” The higher the parent's support, the higher the likelihood of being included in the ‘Medium-level maintenance type’ and the ‘High-level gradual increase type’, the better the parent-child relationship, and the higher the parent's support, the higher the likelihood of being included in the ‘High-level gradual increase type’. In terms of school factors, it was confirmed that the better the friend relationship and the higher the teacher's support, the more it was included in the ‘low-level radical rise type’. Conclusions Through this study, it was confirmed that there was an average change in adolescents' academic self-efficacy for four years from the first year of middle school to the first year of high school, and the difference between individuals was significant. In addition, predictors that are included in each type of ‘Low-level radical rising type’, ‘Medium-level maintenance type’, and ‘High-level gradual rising type’ of academic self-efficacy were identified, and the effects of personal psychological characteristics, family factors, and school factors on adolescents were explored. These findings imply that it is necessary to consider the factors affecting the trajectory of changes in adolescents' academic self-efficacy, and through this, it can be expected that the improvement of adolescents' academic self-efficacy can have a positive effect on academic achievement and school life. It is also meaningful that it can provide implications for school education and the role of teachers to improve adolescents' academic self-efficacy.