The purpose of this study was to examine the relationship between social self-efficacy and interpersonal stress in adolescence. Three scales, measuring social self-efficacy, interpersonal stress and interpersonal stress coping were administered to 180 high school students. Scores on social self-efficacy were negatively correlated with those on interpersonal stress and interpersonal stress coping. Furthermore, interpersonal stress scores correlated positively with interpersonal stress coping. A two-factor analysis on the mean scores for factors of interpersonal stress was conducted to examine social self-efficacy and interpersonal stress coping differences, and the effect of social self-efficacy on the reducing of interpersonal stress.Self-efficacy is the sense of belief that one's actions have an effect on the environment (Steinberg, 1998) and the study of this concept has been developing since the early work of Bandura (1977). Perceived self-efficacy concerns people's belief in their capabilities to perform in ways that give them control over important events in their lives, and beliefs about efficacy form the foundation of human agency. Unless people believe that they can produce results by their actions, they have little incentive to act (Bandura, 2000). Bandura found that people with high self-efficacy tend to have greater cognitive resourcefulness, strategic flexibility, and effectiveness in managing their environment, and set motivating goals for themselves. They expect their efforts to produce favorable results, view obstacles as surmountable, and actively figure out ways to overcome problems. People with a low sense of self-efficacy avoid difficult tasks that SOCIAL

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The relationships between teacher efficacy, teacher self-esteem and orientation to seeking help were investigated in this study. Three questionnaires were used with a sample of 151 prospective teachers and 67 experienced teachers. The three questionnaires were Personal Teaching Efficacy Scale (from the Japanese Teacher Efficacy Scale, Huang, Liu, & Shiomi, 2006a), Teacher Self-Esteem Scale (Tamura & Ishikuma, 2002) and Orientations to Seeking Help Scale (Tamura & Ishikuma, 2001). As a result of correlation analyses, the correlation coefficients between Personal Teaching Efficacy and Teacher Self-Esteem scores were found to be significant (p < 0.01), and a significantly positive correlation (p < 0.05) was found between Teacher Self-Esteem and Orientations to Seeking Help scores. The influence of gender and teaching experience on these findings was also examined.

This study developed a scale of self-efficacy in personal relationships for adolescents and examined its reliability and the validity. The 40 items assessing tendencies theoretically linked to self-efficacy in personal relationships were administered to 344 junior and high school students. 207 high school students also were administered the Shimoda Personality Inventory. Three factors (Self-confidence in Personal Relationship, Trust in Friends, and Trust by Friends) were extracted by principal components analysis. The coefficient alpha reliabilities of these subscales were .90, .89. and .87. The validity was supported by correlations between the Total score of self-efficacy and the SPI subscales of Autistic trait -.53, Nervous Character trait -.13, Self-uncertain trait -.39, and Syntonic trait .57.