The Determinants of Life Satisfaction Among Adolescents: The Role of Metacognitive Awareness and Self-Efficacy

Çıkrıkçı, Özkan; Odacı, Hatice

doi:10.1007/s11205-015-0861-5

Cited by 33 publications

(19 citation statements)

References 57 publications

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“…Interestingly, however, to the authors' concern, no studies have investigated the moderating role of global self-efficacy in relation to different normative stressors and LS, although baseline self-efficacy has been found to mitigate how baseline school-related stress affects LS (9). The findings of the study reported here also corroborate other findings showing that self-efficacy is an important resource for quality of life (27,28), LS (2,(29)(30)(31)(32) and stressor experience (14). However, because the interaction effects did not explain much variance in LS, the substantive significance of self-efficacy as a stress moderator should not be overstated.…”

Section: Discussionsupporting

confidence: 83%

“…Self-efficacy can thus be regarded as an important coping resource in the face of different stressors, that affects emotional and cognitive processes as well as choice of coping strategies (14,20,21,24); potentially this may reduce the negative impact of stress on health and wellbeing (23,25). In studies with adults and adolescents, self-efficacy has been shown to relate negatively with mental health problems such as depression, anxiety and perceived helplessness (25,26) and positively with quality of life (27,28) and LS (2,9,(29)(30)(31)(32). Moreover, when gender differences are found, males score higher than females do on self-efficacy (21,25,32).…”

Section: Introductionmentioning

confidence: 99%

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Life satisfaction in association with self‐efficacy and stressor experience in adolescents – self‐efficacy as a potential moderator

Moksnes

Eilertsen

Ringdal

et al. 2018

Scandinavian Caring Sciences

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Aim This paper reports associations among socio‐demographic variables, stressor experience, self‐efficacy and life satisfaction among Norwegian adolescents aged 15–21 years and the potential moderating role of self‐efficacy on the association between stressor experience and life satisfaction. Methods The cross‐sectional school‐based survey study involved 1816 upper‐secondary school students from Mid‐Norway. Data were analysed with independent samples t test, Pearson's product moment correlation and multiple linear regression analysis. Results Bivariate results showed that boys scored higher than girls on life satisfaction and self‐efficacy, whereas girls scored higher than boys on all stressor domains. Multiple linear regression analysis showed that life satisfaction declined weakly with age, whereas stronger family economy and having parents who work full‐time associated with higher life satisfaction. Stress with teacher interaction, peer pressure, home life, school attendance, school–leisure conflict and school performance were all negatively associated with life satisfaction, whereas self‐efficacy associated positively and strongly with life satisfaction. Self‐efficacy moderated the association between both interpersonal and school‐related stressors and life satisfaction. Conclusion The results provide support for the unique role of stressor experience and self‐efficacy in association with adolescents' life satisfaction as well as self‐efficacy as a stress moderator in relation to life satisfaction.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Life satisfaction in association with self‐efficacy and stressor experience in adolescents – self‐efficacy as a potential moderator

Moksnes

Eilertsen

Ringdal

et al. 2018

Scandinavian Caring Sciences

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show abstract

“…Living a good life is important for most individuals. 82,83 Therefore, our research has several practical implications. Although some previous studies show that impression management positively contributes to self-esteem 1 and desired identities, 1,84 our research reveals the possible dark side of impression management.…”

Section: Discussionmentioning

confidence: 96%

<p>The Cost of Impression Management to Life Satisfaction: Sense of Control and Loneliness as Mediators</p>

Wang

Zhou

et al. 2020

PRBM

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Purpose: Impression management, or self-presentation, prevails in our daily lives. However, whether it enhances or reduces individuals' well-being remains underexplored. To fill this gap, the research proposed and tested the following hypotheses. Impression management is negatively related to life satisfaction. Impression management is negatively related to sense of control. Impression management is positively related to loneliness. Sense of control and loneliness mediate the relationship between impression management and life satisfaction. Methods: Data were collected from an online survey of 243 Chinese adults drawn from a national sampling frame. We used LISREL8.8 to perform a series of CFAs to verify the distinctiveness of variables and conducted SEM modeling to test hypotheses. To further test the mediation hypotheses, we used bootstrapping procedures that generated a sample size of 5000. Results: We found a negative association between impression management and life satisfaction. In addition, the association was fully mediated by sense of control and loneliness. Conclusion: These results reveal that impression management is a negative indicator of life satisfaction because impression management impedes personal sense of control and elevates loneliness.

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“…Todos estos procesos, repercuten en el funcionamiento de la persona, en su ajuste y adaptación al medio. La percepción de la autoeficacia, tiene un importante peso en los logros académicos, la elección vocacional, el desempeño social y/o laboral (Cikriki & Odaci, 2016;Galicia-Moyeda, Sánchez-Velasco y Robles-Ojeda, 2013;Hadley, Mowbray, & Jacobs, 2017;Salavera, Usán, & Jarie, 2017) y en los propios procesos de adaptación que realiza la persona (Bandura, 1997). En el caso de los estudiantes, afecta a la selección de sus actividades, la fijación de objetivos, su esfuerzo y perseverancia en la tarea, así como a su aprendizaje y logro (Gomes & Soares, 2013;Honicke, & Broadbent, 2016;Jakešová, Gavora, Kalenda, & Vávrová, 2016;Navaridas y Jiménez, 2016;Stajkovic, Bandura, Locke, Lee, & Sergent, 2018).…”

Section: Introductionunclassified

Influencia de los problemas internalizantes y externalizantes en la autoeficacia en estudiantes de Secundaria.

Salavera¹,

Supervía²

2019

rie

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La autoeficacia tiene repercusión en los resultados académicos de nuestros estudiantes, la cual puede encontrarse relacionada con los problemas internalizantes y externalizantes de la persona. Se evaluó a 1 402 estudiantes de Secundaria de 12 a 17 años (50.71% varones; M=14.94 años) de la provincia de Zaragoza para analizar la relación entre problemas internalizantes, externalizantes y autoeficacia. Los resultados muestran como las mujeres obtuvieron mayor puntuación en los problemas internalizantes y los varones en los factores correspondientes a agresión y conducta antisocial de los problemas externalizantes. Los problemas internalizantes Depresión, Obsesión-Compulsión (R2=.302) en el caso de los varones y Depresión y Ansiedad (R2=.458) en el caso las mujeres actuaron como predictores de la autoeficacia. Además, ninguno de los problemas externalizantes predijeron la autoeficacia. El modelo entre autoeficacia, problemas internalizantes y externalizantes obtuvo un buen ajuste y los factores internalizantes mostraron una relación inversa con la autoeficacia (r=-.36), mientras los problemas externalizantes mostraron una escasa correlación (r=.12) con ésta. Como conclusiones, el estudio evidenció como una mayor presencia de los problemas internalizantes lleva aparejada una menor autoeficacia en los estudiantes de Secundaria, así como la escasa influencia de los problemas externalizantes en esta autoeficacia. Self-efficacy has an impact on the academic results of our students. This can be related to the internalizing and externalizing problems of the individual. We evaluated 1402 secondary students between 12 to 17 years old (50.71% male, M = 14.94 years) in the region of Zaragoza in order to analyse the relationship between internalizing, externalizing and self-efficacy problems. The results show how women obtained higher scores in internalizing problems and men in externalizing problems regarding aggression and antisocial behaviour. Internalizing problems such as Depression, Obsession-Compulsion (R2=.302) in the case of men and Depression and Anxiety (R2=.458) in the case women acted as predictors of self-efficacy. In addition, none of the externalizing problems predicted self-efficacy. The model between self-efficacy, internalizing and externalizing problems obtained a good fit and internalizing factors showed an inverse relationship with self-efficacy (r= -.36), while externalizing problems showed a low correlation (r=.12) with this. In conclusion, the study showed how a greater presence of internalizing problems leads to lower self-efficacy in secondary students as well as the scarce influence of externalizing problems in relation to self-efficacy.

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The Determinants of Life Satisfaction Among Adolescents: The Role of Metacognitive Awareness and Self-Efficacy

Cited by 33 publications

References 57 publications

Life satisfaction in association with self‐efficacy and stressor experience in adolescents – self‐efficacy as a potential moderator

Life satisfaction in association with self‐efficacy and stressor experience in adolescents – self‐efficacy as a potential moderator

<p>The Cost of Impression Management to Life Satisfaction: Sense of Control and Loneliness as Mediators</p>

Influencia de los problemas internalizantes y externalizantes en la autoeficacia en estudiantes de Secundaria.

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