Self-Efficacy Questionnaire For Children Research Articles

Comparing the Effect of Traditional Educational Model and Game-Based Learning Approach on Self-Efficacy in Adolescent Boys

This study aimed to compare the effects of the traditional educational model and the Game-Based Learning (GBL) approach on self-efficacy in adolescent boys. A quasi-experimental design was used with a pre-test and post-test model. Thirty male students aged 10 to 13 years from Mashhad were selected using convenience sampling and randomly assigned to two groups: one receiving traditional instruction and the other exposed to GBL. Self-efficacy was measured using the Self-Efficacy Questionnaire for Children and Adolescents (SEQ-C). The intervention spanned eight weeks, with the traditional group focusing on teacher-led, structured activities, while the GBL group engaged in interactive, game-based tasks designed to enhance cognitive and emotional skills. Data were analyzed using descriptive statistics and ANCOVA to evaluate differences between groups. The results revealed that the GBL approach significantly improved self-efficacy compared to the traditional educational model. Participants in the GBL group exhibited a larger mean increase in self-efficacy scores (M = 19.52) compared to the traditional group (M = 6.86). ANCOVA confirmed the effectiveness of GBL, with a large effect size (η2 = 0.80). These findings align with previous studies emphasizing the role of interactive and engaging learning environments in fostering self-efficacy. Game-Based Learning proved to be a more effective approach than traditional instruction in enhancing self-efficacy among adolescent boys. These findings highlight the potential of GBL as a transformative educational strategy, particularly for fostering confidence, motivation, and autonomy in students. Future research should explore long-term effects and applicability across diverse populations.

Social, academic, and emotional self-efficacies in adolescent girls and their determinants: a cross sectional study.

To examine the levels of social, academic, and emotional self-efficacy in school-aged girls and to identify the factors that contribute to these self-efficacies. This study included 246 girls in Sistan and Baluchistan, located in southeastern Iran. This cross-sectional study was conducted on 246 teenagers between the ages of 11 and 18 and the questionnaire consisted of a demographic form, the Self-Efficacy Questionnaire for Children (SEQ-C), the Multidimensional Anxiety Scale for Children (MASC), and the Children's Depression Inventory (CDI). The mean scores for social, academic, and emotional self-efficacies were found to be 27.24±5.67, 30.52±6.47, and 22.29±6.36, respectively. All categories of self-efficacy had mean scores that were higher than the questionnaire midpoint. Furthermore, for every type of self-efficacy, the study identified significant predictors. To be more precise, social self-efficacy was significantly predicted by anxiety, depression, and education level (R2=13.7 %, p<0.001). Additionally, anxiety and age were significant predictors of academic self-efficacy (R2=4.9 %, p=0.002). Lastly, anxiety and education level were significant predictors of emotional self-efficacy (R2=9.2 %, p<0.001). The results suggest that focusing on reducing depression and anxiety levels could potentially have a positive impact on various aspects of self-efficacy.

Investigating the Effectiveness of Modifying the Parent-Child Interaction Pattern Based on Filial Play Therapy on Internet Addiction, Sleep Quality, and Self-efficacy in 9-12-Year-Old Children.

Despite all the positive features of the internet, the risk of addiction threatens users. Sleep disorders and the negative effects on self-efficacy are important risks of this technology. Accordingly, the present study aimed to investigate the effectiveness of modifying the parent-child interaction pattern based on play therapy (filial therapy) on internet addiction, sleep quality, and self-efficacy in 9-12-year-old children. This quasi-experimental study was conducted using a pre-test-post-test design with a control group. The statistical population of the study consisted of all 3617 boys and girls aged 9-12 years studying in selected schools in Kerman, Iran (12 elementary schools) in the academic year 2020-2021. A total of 72 students were randomly selected from among the children who met the benchmark score of internet addiction and were not under medical and psychological treatment. The participants were divided into two experimental and control groups (36 students each). A demographic information questionnaire, the Internet Addiction Scale (YIAS), the Self-Efficacy Questionnaire for Children (SEQ-C), and the Pittsburgh Sleep Quality Index (PSQI) were used to collect data. Data were analyzed using SPSS software. The mean scores of internet addiction in the pre-test and post-test were 86.67 and 86.23 in the control group and 88.14 and 75.14 in the experimental group, respectively, which showed a decrease in internet addiction. The scores of sleep quality in the pre-test and post-test were 1.81 and 1.78 in the control group and 1.75 and 0.5 in the experimental group, respectively. Moreover, the overall scores of self-efficacy in the pre-test and post-test were 63.64 and 63.94 in the control group and 62.08 and 81.75 in the experimental group, respectively. The results indicated an improvement in the overall quality of sleep and selfefficacy. The results showed that the severity of internet addiction in children decreased after the treatment based on modifying the parent-child interaction, and this treatment was also effective on self-efficacy and sleep disorders.

Do empowered beliefs fuel effective learning? Exploring how self-efficacy mediates the path from perceived social support to self-regulated learning in Islamic boarding school context

Student in Islamic Boarding School not only get general material, but also get religious material, so the learning model in Islamic Boarding School is very dense and is required to learn independently. Therefore, psychological capacity is needed in the form of self-regulation ability or called self-regulated learning. This study aims to determine whether self-efficacy can mediate the relationship between perceived social support and self-regulated learning of student at the Islamic Boarding School An-Nur Sidoarjo after the Covid-19 Pandemic. This study uses a quantitative method with a cross-sectional study type. The population in this study were students at the Islamic Boarding School An-Nur Sidoarjo aged 12-15 with a total of 194 students. The sample size was 194 students using saturated sampling technique. Data collection tools consist of 3 psychological scales, namely Self Efficacy Questionnaire for Children (SEQ-C), Multidimensional Scale of Perceived Social Support (MSPSS), and The Short Self-Regulation Questionnaire for Taiwanese College Students (TSSRQ) to detect self-regulated learning. Data analysis used in the study was structural equation modelling with JASP 0.16.20 software. The analysis showed that self-efficacy is a partial mediator in the relationship between perceived social support and self-regulated learning in students at An-Nur Islamic Boarding School Sidoarjo. Research implications will be discussed.

Growth mindset, persistence, and self-efficacy in early adolescents: Associations with depression, anxiety, and externalising behaviours

ABSTRACT Growth mindset, persistence, and self-efficacy are important protective factors in understanding adolescent psychopathology, including depression, anxiety, and externalising behaviours. Previous studies have shown that dimensions of self-efficacy (academic, social, and emotional) have differential protective effects with mental health outcomes and these differences vary by sex. This study examines the dimensional mediation of self-efficacy from motivational mindsets on anxiety, depression, and externalising behaviours in a sample of early adolescents ages 10-11. Surveys were administered to participants to measure growth mindset and persistence on internalising and externalising symptoms. The Self-Efficacy Questionnaire for Children (SEQ-C) was used to measure domains of self-efficacy for mediation analysis. Multi-group structural equation modelling by sex indicated that structural paths were not invariant by sex. Significant direct effects were identified from persistence to externalising behaviours in boys, and significant direct effects were identified from growth mindset to depression in girls. In a sample of Tanzanian early adolescents, self-efficacy mediates the protective association between motivational mindsets on psychopathology. Higher academic self-efficacy was associated with reduced externalising problems in both boys and girls. Implications for adolescent programmes and future research are discussed.

KVALITET PORODIČNIH INTERAKCIJA KAO PREDIKTOR SAMOEFIKASNOSTI I ŠKOLSKOG USPEHA ADOLESCENATA

The main goal of the research was to check whether the dimensions of the quality of family interactions are statistically significant predictors of adolescents’ self-efficacy and school success. The sample was convenient and consisted of 187 adult adolescents (102 boys and 85 girls). The Quality of Family Interactions Scale and Self-efficacy Questionnaire for Children were used.The results of the multiple regression analysis indicate that the quality of family interactions is a significant predictor of adolescents’ social self-efficacy, explaining 46% of the variance of this criterion variable (R2 = .46; F(5, 181) = 30.33; p ˂ .001), with the dimension of paternal acceptance showing statistical significance with a positive direction of the β coefficient (β = .48; p ˂ .001). The model in which dimensions of family interactions are predictors of emotional self- efficacy is statistically significant and explains 40% of the variance of this criterion variable (R2 = .40; F(5, 181) = 23.70; p ˂ .001). Significant predictive power is shown by the dimensions of paternal acceptance (β=.45; p=.00) and maternal acceptance (β = .28; p ˂ .05), both dimensions with a positive direction of the β coefficient. In relation to academic self-efficacy, the model made up of dimensions of family interactions is statistically significant and explains 51% of the variance of this variable (R2 = .51; F(5, 181) = 37.47; p ˂ .001), with the dimension of maternal acceptance being the only significant predictor with positive direction of the β coefficient (β = 42; p ˂ .001). When it comes to predicting school success, the family interaction dimensions model is statistically significant (R2 = .25; F(5, 181) = 12.09; p ˂ .001). Predictive potential is shown by the dimensions of paternal acceptance (β = .43; p ˂ .001) and maternal acceptance (β = .44; p ˂ .001), both dimensions with a positive direction of the β coefficient. The dimension of paternal rejection proved to be a significant predictor, but with a negative direction of the β coefficient (β = -.43; p ˂ .001). The main conclusion of the research is that the experience of parental acceptance significantly contributes to adolescents’ self-efficacy and school achievements. Keywords: family relationships, self-efficacy, school success, adolescence

A Structural Equation Modelling of Middle School Students’ Metacognitive Awareness, Self-efficacy Beliefs and Foreign Language Learning Anxiety

This study aims to investigate the impact of metacognitive awareness and self-efficacy beliefs of middle school students on their level of foreign language learning anxiety by using structural equation modelling. A total of 285 7th and 8th grade students from a middle school in Turkey during the 2018-2019 academic year were included in the study. In the study, Personal Information Form, Foreign Language Anxiety Scale, The Self-Efficacy Questionnaire for Children, and The Junior Metacognitive Awareness Inventory were used as data collection tools. As a result of the study, the descriptive statistics indicated that the students had moderate levels of metacognitive awareness, self-efficacy beliefs, and foreign language learning anxiety. According to the results obtained from the structural equation modelling, it was concluded that the metacognitive awareness levels of the students did not have a mediating effect on the relationship between the students' level of foreign language learning anxiety and self-efficacy beliefs. In conclusion, it was determined that metacognitive awareness, self-efficacy beliefs, and foreign language learning anxiety are individual differences which interact with each other and are of great importance in foreign language learning, and that metacognitive awareness and self-efficacy beliefs have the power to affect foreign language learning anxiety.

Adaptation and Validation of the Self-Efficacy Questionnaire for Children (SEQ-C) for Indonesian Orphanage Students

This study aims to adapt the Self-Efficay Questionnaire for Children (SEQ-C) into Indonesian and analyze the quality of its psychometric properties. The adaptation model refers to the concept developed by Beaton with 5 (five) stages, including initial translation, synthesis of the translations, back translation, expert committee, and pre-final version testing. This research method used descriptive quantitative by adapting measuring instruments. This research was conducted offline and online on students who live in the Aisyiyah Orphanage in East Java and students who are cared for by their parents with an age range of 12-18 years (N = 187; Boys 16% and Girls 83%). This study used Self-Efficacy Questionnaire for Children (SEQ-C) instruments with data collection techniques using the SEQ-C scale. Data analysis using confirmatory factor analysis (CFA) and internal consistency reliability using JASP Version 16.0.0. The results of the CFA in model 2 show that there is a model fit (model fit) with the data, with a score of 2 = 169,999 (p = 0.421 &gt; 0.05); RMSEA = 0.008 &lt; 0.08; CFI = 0.999 &gt; 0.9; TLI = 0.999 &gt; 0.9; SRMR = 0.059 &lt; 0.08 and has a loading factor &gt; 0.4. Reliability test using internal consistency on each factor SEQ-C shows good results (including factors A, B, and C). SEQ-C, adapted into Indonesian, has met adequate validity and reliability to be used as a measuring tool for self-efficacy in students living in orphanages in Indonesia. However, it needs to be tested on students more generally, starting from elementary to high school.

Thinking styles and their relationship with self-efficacy among deaf and hard-of-hearing adolescent students.

This study aimed to identify the most common thinking styles of deaf/hard-of-hearing (DHH) and hearing adolescent students, and to examine the extent to which thinking styles predict self-efficacy. It also explored gender-based differences in the thinking styles and self-efficacy of DHH students. Data were collected from 145 DHH and 160 hearing adolescent students in Saudi Arabia (Mage = 17.8 years; SDage = 3.57 years) using the Thinking Styles Inventory-Revised II (TSI-R2) and Self-Efficacy Questionnaire for Children (SEQ-C). Findings revealed that the executive, local, conservative, and chaotic thinking styles were more prevalent among DHH students, while the legislative, universal, liberal, and critical thinking styles were more prevalent among hearing students. Those with Type I thinking styles had higher levels of self-efficacy, while those with Type II thinking styles had lower levels of self-efficacy. There were gender-based differences in the self-efficacy of DHH and hearing students, with higher scores observed among females. Further, for DHH students, the Legislative, Liberal, and Internal thinking styles were more prevalent among males rather than females, while the Executive, Hierarchical, Conservative, External, Judicial, and Local thinking styles were more prevalent among females rather than males. For hearing students, males were more likely to exhibit the Liberal, External, and Oligarchic styles, while females were more likely to exhibit the Global, Executive, Conservative, Local, and Hierarchical styles. Together, these findings suggest the need to train DHH students to use positive thinking styles by implementing courses in their school curricula that enable them to reflect on their self-efficacy.

Depression and Self-Efficacy Among Iranian Children During the Prevalence of COVID-19 Disease.

The coronavirus disease 2019 (COVID-19) outbreak has quickly endangered the physical and mental health of people in the community, particularly vulnerable people such as children. This study was carried out to investigate the depression and self-efficacy of Iranian children during the COVID-19 outbreak. This cross-sectional research was conducted on 321 students aged 8 to 17 in southeast Iran. A social media-based online questionnaire was used to collect data. The information was gathered using demographic and COVID-related items, the Children's Depression Inventory (CDI), and the Self-Efficacy Questionnaire for Children (SEQ-C). No significant correlation was observed between depression and self-efficacy of children (P = 0.23). However, in subscale of CDI, negative mood, ineffectiveness and negative self-esteem had a significant correlation with self-efficacy (<0.001). Depression had a significant correlation with family income (p = 0.017), being at risk of coronavirus infection (p = 0.036), effectiveness of preventive measures (p = 0.015) and how information about the coronavirus disease was obtained (p = 0.018). According to the results, the mean score of depression was higher than the midpoint of the questionnaire in Iranian children, therefore, it is needed to take the necessary measures and treatment plans to reduce the rate of depression in children. Further research is needed to assess and prevent childhood depression.

Study of the Psychometric Properties of the Social Self-Efficacy Scale with Spanish Adolescents by Gender, Age and Family Socioeconomic Level.

Social self-efficacy has been shown to be a key resource for adolescents’ social experiences with peers and a predictor of prosocial behaviour among adolescents. However, differences by gender, age and socioeconomic level have previously been found in social self-efficacy. The objective of this study is to assess the psychometric properties of the subscale of social self-efficacy from the Self-Efficacy Questionnaire for Children (SEQ-C) developed by Muris (2001) in a representative sample of Spanish adolescents while considering gender, age and socioeconomic level differences. In general, the results showed good psychometric properties and a one-dimensional structure with high internal consistency, adequate explained variance and evidence of external validity for the subscale. Furthermore, the invariance analysis demonstrated that the social self-efficacy subscale shows no bias when used with populations of adolescents who differ by gender, age and socioeconomic level. The results indicate that the Spanish version of the social self-efficacy subscale of the SEQ-C is an adequate measurement instrument for assessing adolescents’ perception of their own social skills.

Psychometric evaluation of the self-efficacy questionnaire for children (SEQ-C): validation among Chinese children and adolescents

Psychometric evaluation of the self-efficacy questionnaire for children (SEQ-C): validation among Chinese children and adolescents

Self-efficacy Toward a Healthcare Career Among Minority High School Students in a Surgical Pipeline Program: A Mixed Methods Study

While many barriers to healthcare careers exist for URM students, a strong sense of self-efficacy may help mitigate these obstacles. This study explores how URM high school students describe their academic challenges and compares their descriptions across self-efficacy scores. We conducted a convergent mixed methods study of URM high school students. Students completed a validated self-efficacy questionnaire and participated in semi-structured focus group interviews to discuss their approach to academic challenges, goal setting, and achievement. The primary outcome was academic, social, and emotional self-efficacy, measured using the Self-Efficacy Questionnaire for Children. We separated participants into high and low self-efficacy groups based on scores in each domain. Using thematic analysis, we identified and compared common themes associated with academic challenges and goal setting. Surgical exposure pipeline program sponsored by Stanford University Department of Surgery PARTICIPANTS: Low-income, high academic achieving URM high school students interested in science, technology, engineering and mathematics, and/or healthcare careers. Thirty-one high school students completed the focus groups and self-efficacy questionnaire. Most students scored in the high self-efficacy group for at least one domain: 65% for academic self-efficacy, 56% for social self-efficacy, and 19% for emotional self-efficacy. Four emergent themes highlighted participants' perspectives toward educational success: fulfillment in academic challenges, focus on future goals, failing forward, and asking for help. Compared to students with low self-efficacy scores, students in the high-scoring self-efficacy groups more often discussed strategies and concrete behaviors such as the importance of seeking support from teachers and peers and learning from failure. Students in high self-efficacy groups were more comfortable utilizing approaches that helped them succeed academically. Additional efforts are needed to bolster student self-efficacy, particularly in students from URM backgrounds, to increase diversity in medical schools.

Multilateral teaching in physical education improves resilience and self-efficacy in adolescents and could help reduce bullying behaviors

Abstract Youth with higher levels of resilience and self-efficacy are less likely to engage in aggressive behaviors or be victims of bullying. Previous anti-bullying approaches have often achieved no reduction in bullying behavior. Thus, the aim of this study was to examine the effect of 12 weeks of extracurricular multilateral teaching on the risk for students (aged 14–16 years) to be involved in bullying. Sixty male students were allocated to an experimental group (n = 30) that performed psychoeducational activities combined with physical exercise training and team games (90 min, 2d · week–1) or a control group (n = 30). Before and after the intervention, we used the Child and Youth Resilience Measure (CYRM-28) to assess individual capacities and resources, relationship with primary caregiver, contextual factors, and total resilience; and the Self-Efficacy Questionnaire for Children (SEQ-C) to measure academic, social, emotional, and total self-efficacy. Four participants from the experimental group withdrew. Significant improvements of crucial relevance were found for the resilience and self-efficacy scales (p &lt; 0.05) in the experimental group. We found that multilateral teaching may improve resilience and self-efficacy in adolescents and make them less likely to engage in aggressive behavior or be bullied. Multilateral teaching should be considered an effective alternative to the anti-bullying approach, highlighting the crucial role of physical education teachers in the promotion of proactive educational strategies to reduce bullying behaviors.

Reliability and Validity of the Persian Version Emotional Self-efficacy Scale for Young Adolescents

Background: The present research aimed at determining the reliability and validity of the Persian version of the Emotional Self-Efficiency Scale (ESES) for adolescents of Isfahan city. This study was conducted using a developmental research method. The statistical population consisted of all the first-grade high school students of Isfahan city in 2018 (n=59396). Methods: A total number of 280 students (160 girls and 120 boys, mean±SD age of 12.98±1.14) were selected using a stratified random sampling method, and completed ESES for adolescents (2015), as well as Self-Efficacy Questionnaire for Children (2001). Results: An Exploratory Factor Analysis (EFA) revealed the four-factor structure of ESES. A Confirmatory Factor Analysis (CFA) also confirmed the fit of the four-factor structure of the scale. The results of the within-group correlation coefficient were obtained to investigate the acceptable test-retest reliability. The results of the correlation between the above-mentioned scale and SEQ-C instrument was also significant (P&lt;0.05). Moreover, ESES and its dimensions had proper reliability over time. The reliability obtained by Cronbach’s alpha for all four dimensions of the questionnaire, given the number of items, was higher than 0.5 for each dimension and higher than 0.7 for the whole scale, which was acceptable. Conclusion: These findings indicate the acceptable validity and reliability of ESES for Isfahan’s adolescents, and its validity and reliability should be investigated in broader research on Iranian children and adolescents.

Enhancing Self-Efficacy: Pathway to Improve Academic Achievement Motivation

The present research aimed to study the effect of self-efficacy and gender pattern on intrinsic, extrinsic and amotivation-motivational orientations of academic achievement motivation among adolescents. A sample of 102 students (51males and 51 females), in the age-range of 14-17 years, was selected randomly from various educational institutions of tri-city (Chandigarh, Mohali and Panchkula).The measures used were Self-Efficacy Questionnaire for Children (Muris, 2001) and Achievement Motivation Scale-School Version (Vallerand et. al., 1992). A 2X2 factorial design was used to analyze the data. The analysis indicated that highly efficacious students were intrinsically motivated than did their counterparts. However, students who have no faith in their capabilities were extrinsically motivated and amotivated. Furthermore, gender differentiation and interaction effect did not make any contribution to the motivational orientations of achievement motivation. It seems logical to understand that poor belief in one’s ability is a driving component of feeling disinterested towards academic activities. It is noteworthy that amotivation which reflects strong feeling of incompetence and expectancies of uncontrollability is highly detrimental for school achievement. These findings can serve to provide practical guidelines for designing of interventions to enhance self-efficacy and achievement motivation.

The Effect of Self-Efficacy, Social Support and Quality of Life on Readiness for Transition to Adult Care Among Adolescents with Cystic Fibrosis in Turkey

PurposeThe aim of this study is to examine the effects of self-efficacy, social support and quality of life on readiness for transition to adult care in adolescents with cystic fibrosis. Design and methodsA descriptive and cross-sectional study design was used. Data were collected from 50 adolescent between 14 and 17 years old with cystic fibrosis, by using The Transition Readiness Assessment Questionnaire, Social Support Appraisals Scale for Children, Self-Efficacy Questionnaire for Children and health-related quality-of-life instrument, the KIDSCREEN-10. ResultsA positive correlation was found between the readiness levels of adolescents for transition to adult care and self-efficacy levels. In path analysis, self-efficacy was found to have a significant effect on the level of readiness for transition to adult care. There was not statistically significant relationship between the level of readiness for transition to adult care and health-related quality of life and perceived social support. Path analysis revealed that health-related quality of life and perceived social support had significant effects on the self-efficacy levels of adolescents. ConclusionsSelf-efficacy were associated with readiness for the transition to adult care. Although perceived social support and quality of life were not related with transition readiness these variables had significant effects on perceived self-efficacy, which was determined as a factor affecting the readiness for the transition to adult care. Practice implicationsIn adolescents with cystic fibrosis, self-efficacy, social support and quality of life levels should be taken into account when planning preparation programs for transition to adult care.

Relationship between selected body composition components and self-efficacy among 12-14-year-old rural adolescents in the Eastern Cape Province of South Africa

Adolescence is a crucial developmental stage of growing and development. This stage is characterised by physiological and psychological changes, such as changes in body composition and self-efficacy. The aim of this study was to investigate the relationship between certain body composition components and self-efficacy among 12- to 14-year-old rural boys (n=49) and girls (n=43). The anthropometrical measurements included body mass, body stature, three skinfold sites, waist and hip circumferences and were used to determine Body Mass Index (BMI), fat percentages and waist-to-hip ratio (WHR). The Self-Efficacy Questionnaire for Children (SEQ-C) was used to measure general self-efficacy. Descriptive statistics and the Pearson product-moment practical correlation for analysis of data was performed. Only girls presented significantly high practical correlations between BMI and emotional self-efficacy (r=0.33, p=0.02), total self-efficacy and WHR (r=0.44, p=0.00), social self-efficacy and WHR (r=0.39, p=0.01), and emotional self-efficacy and WHR (r=0.33, p=0.02). The boys presented significant and positive practical correlations between social self-efficacy and body mass (r=0.31, p=0.02) and body stature (r=0.39, p=0.00). The findings seem to suggest that the practical correlations between body composition and self-efficacy could be specific to certain cultures and specific countries. Keywords: Self-efficacy; Body composition; Rural children; Body Mass Index; Fat percentage; Waist-to-hip ratio.

Self-efficacy in non-concussed youth: a normative study

ABSTRACT Objective In pediatric concussion, there has been a shift to consider how pre-injury profiles, such as self-efficacy, affect the recovery trajectory. The aim of this study was to investigate normal ranges of self-efficacy (overall, academic, social, emotional) in youth and to explore its relationship with the effects of daily stressors, operationalized as concussion-like symptoms, demographic factors, pre-injury/learning related factors, and concussion history. Methods A cross-sectional study of 1300 uninjured youth 13–18 years old (1111 males, 189 females) was conducted by secondary analysis of clinical pre-injury/baseline concussion data. Demographic information, concussion-like symptoms (Post-concussion Symptom Inventory), and self-efficacy (Self-efficacy Questionnaire for Children) were self-reported. Results The most reported concussion-like symptoms were common stress symptoms and there was a strong negative relationship with self-efficacy. Males reported higher self-efficacy than females, but no age effects were observed. Pre-injury factors including learning disability, ADHD, special education, IEP, mental health challenges, history of headaches/migraines, and concussion history were associated with significantly lower overall self-efficacy. Conclusions These normative ranges and predictive model can be used to provide a benchmark of self-efficacy to indicate how youth may respond to a concussion, and to inform clinical care during recovery.

Les caractéristiques personnelles d’adolescentes placées en centre éducatif qui sont associées à la qualité de l’alliance de travail précoce

BackgroundThe working alliance is an important predictor of the outcomes of intervention with adults and adolescents. Establishing the working alliance with adolescents involves some specific challenges. Indeed, the consultation among this population is often initiated by a third party, who is usually a parent or an authority figure. The intervention may even be imposed on the youth if his behaviour involves significant risks to himself or others, as is the case in rehabilitation centres. In addition, it is also important to note that their motivation to change is often low at the beginning of the intervention, which makes the development of the working alliance even more complex. Therefore, it seems relevant to identify factors that may influence the quality of the working alliance, especially when it is a coercive intervention such as in rehabilitation centres. This study aims to examine the links between some personal characteristics and the quality of the early working alliance among adolescent girls placed in rehabilitation centres. The four personal characteristics investigated are: motivation to change, self-efficacy, attitude towards authority figures and behavioural difficulties. MethodsForty-six adolescent girls (12–17 years old) were recruited at the time of their admission to one of the rehabilitation centres located in Montreal. They all completed five self-reported questionnaires: the Working Alliance Inventory Short, the University of Rhode Island Change Assessment Scale, the Self-Efficacy Questionnaire for Children, the Attitudes to Formal Authority Questionnaire, and the Youth Self Report. ResultsThe results indicated that motivation for change (β=.55) and sense of self-efficacy (β=.36) are the variables most closely related to the quality of the perceived working alliance at the beginning of the intervention. Motivation to change and self-efficacy explained 39.5% (p<.01) of the variance of the perceived quality of the working alliance. Attitude towards authority and behavioural problems were not significantly associated with the quality of the working alliance. These findings are consistent with those of other studies conducted with adults or young people in other contexts. ConclusionOur results suggest that motivation to change and self-efficacy are therapeutic targets to consider in order to promote the establishment of a positive working alliance at the beginning of an intervention with adolescent girls placed in rehabilitation centres.