Self-Efficacy as a Predictor of High School Students' Subjective Well-Being

Abstract

The purpose of this study is to determine whether subjective well-being of high school students is predicted by their academic, social, and emotional self-efficacy. The sample of this study consisted of 311 high school students of whom 64% (n= 199) were girls and 36% (n= 112) were boys. Data were collected by the Self-Efficacy Scale for Children, the Positive and Negative Experience Scale, and the Life Satisfaction Scale and analyzed through multiple regression analysis. Results showed that high school students' academic, social, and emotional selfefficacy explained 19% of variance in their subjective well-being and predicted their subjective well-being. Activities performed by school counselors to increase students' academic, social, and emotional self-efficacy levels are thought to contribute to their subjective well-being.

Cognitive Flexibility and Mental Well-Being in Turkish Adolescents: The Mediating Role of Academic, Social and Emotional Self-Efficacy

“…Other researchers have confirmed that adolescents' self-efficacy beliefs have positive effects on psychological well-being (Moeini et al, 2008;Tommasi et al, 2018), subjective well-being (Ma, Zeng & Ye, 2015;Yap & Baharudin, 2016) and quality of life (Taş, Öztürk-Çopur, Ünlü, Tüzün, & Özcebe, 2017). Telef and Ergün (2013) found, on sample composed by 311 Turkish adolescents, that academic, social, and emotional self-efficacy beliefs predicted their subjective well-being. Self-efficacy has also been found in negative correlation with symptoms of anxiety disorders and depression (Hermann & Betz, 2004;Muris, 2002;Telef & Karaca, 2011) and destructive social behaviour (Caprara, Regalia & Bandura, 2002) in adolescents.…”

Relationship between Sense of Rejection, Academic Achievement, Academic Efficacy, and Educational purpose in High School Students

“…Akademik yeterliğin gelişiminde doğrudan ve dolaylı yaşantılar önemli role sahiptir (Telef ve Karaca, 2011). Dolayısıyla olumsuz duygulara neden olabilecek yaşantılar, bireyin akademik yeterliğine olumsuz yansır (Telef ve Ergün, 2013). Özellikle ergenlik döneminde bireyin bir kimlik kazanımı sürecinde olduğu dikkate alındığında, ergenin aidiyet yoksunluğu veya reddedilmişlik duygusu akademik yaşantıya ilişkin inanç ve yargılarının şekillenmesinde önemli rol oynayacağı söylenebilir.…”

“…Akademik yeterlik doğrudan ve dolaylı yaşantılar ile yakından ilişkilidir (Telef ve Karaca, 2011). Olumsuz duygulara neden olabilecek yaşantılar, bireyin akademik yeterliğine olumsuz yansır (Telef ve Ergün, 2013). Dolayısıyla öğrencinin kendini okuldan dışlanmış olarak algılaması, düşük akademik yeterliğe neden olabilmektir.…”

Anxiety and Psychological Well-Being Levels of Faculty of Sports Sciences Students

“…Psychological well-being scale is used to measure the psychological well-being level of individuals. He adapted the scale (Telef, 2013) to Turkish. The scale does not have sub-dimensions, there are eight questions.…”