The influence of self-efficacy on alcohol use among American Indians.

Abstract

The influence of self-efficacy (general and substance use) on alcohol use among 114 American Indian and Native Alaskan adults was examined. Analysis of variance was performed to assess differences between alcohol use groups (nonuse, low use, and medium-high use). Low general self-efficacy (GSE) was associated with higher alcohol use. High substance use self-efficacy (SSE) was associated with higher alcohol use. Moreover, low GSE was associated with higher SSE. Results indicate that alcohol use may be in response to feelings of powerlessness within one's life and may be sustained by perceived feelings of control over use. The study suggests that the concept of self-efficacy appears to relate to empowerment issues and, as such, would have important applications for use with minority individuals.

Native American Identity Development and Counseling Preferences: A Study of Lumbee Undergraduates

“…Thus, the present findings contrast with the prevailing conception of Native Americans as being more susceptible to mental health concerns. The relatively low rates of alcohol and drug abuse found among the participants in the present study may be related to Taylor's (2000) finding that Native Americans with higher education levels report both higher levels of self-efficacy and lower levels of alcohol use and risk taking.…”

Self‐efficacy for health‐related behaviors among deaf adults

“…Defined as the belief in one's ability to perform a certain task, self-efficacy is a key construct in understanding and modifying health behaviors (Bandura, 1986(Bandura, , 1995. Self-efficacy is a major factor in decisions to adopt healthy behaviors among people with varying health states, ages, and ethnic groups (Maase & Anderson, 2003;Resnick, 1998;Sohng, Sohng, & Yeom, 2002;Taylor, 2000). Yet self-efficacy may vary with the specific health behavior in question (Faryna & Morales, 2000;Hickey, Owen, & Froman, 1992;Horan, Kim, Gendler, Froman, & Patel, 1998).…”

El rendimiento académico: La influencia de las expectativas, el optimismo y la autoeficacia

“…En consecuencia, cobran especial relevancia aquellas variables que sirven de factores protectores o neutralizadores del estrés o situaciones estresantes. En este sentido, destacan las habilidades en resolución de problemas, determinados factores de personalidad, un buen desarrollo de habilidades sociales (Bandura, 1992;Caballo, 1997;Londoño, 2007;Taylor, 2000), la eficacia personal (Lazarus y Folkman, 1986;Martin, 2002), el afrontamiento positivo o centrado en el problema (Gordon, Feldman, Crose y Schoenal, 2002; Martínez-Correa, Reyes del Paso, García-León y González-Jareño, 2006), el soporte social real y percibido (Pratt et al, 2000), o el optimismo. Este último se considera como un propulsor de conductas de afrontamiento adaptativas (Scheier y Carver, 1985), tratándose de una tendencia disposicional a mantener expectativas positivas generalizadas, incluso cuando los individuos se enfrentan a la adversidad o a dificultades en sus vidas (González y Extremera, 2010;Scheier, Carver y Bridges, 2001).…”