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Título: Self-efficacy and goal choice among acting-out adolescents
Autores: Melrose, Regalena G.
Fecha: 1996
Publicador: McGill University - MCGILL
Fuente:
Tipo: Electronic Thesis or Dissertation
Tema: Self-efficacy.
Acting out (Psychology)
Adolescent psychology.
Descripción: The goal of this study was to investigate self-efficacy and goal choice among acting-out adolescents in comparison to nonacting-out adolescents. One hundred and sixteen adolescents between the ages of 13 and 16 participated. The adolescents were categorized as either acting-out or nonacting-out on the basis of their score on the Child Behavior Checklist-Teacher's Report Form (Achenbach & Edelbrock, 1986), as well as on corroborated reports made by school administrators. Fifty-eight acting-out and 58 nonacting-out adolescents completed a questionnaire packet containing measures of self-efficacy, locus of control, self-mage, and goal choice. In addition, each adolescent was interviewed and administered a brief intelligence measure. With all demographic variables covaried, the primary findings of the study were that acting-out as compared to nonacting-out adolescents experienced more incidents of failure, displayed lower general self-efficacy scores, greater external loci of control, and chose goals that were vague or less specific. The negative experiences associated with behavioral problems, such as academic failure, apparently lower adolescents' self-beliefs and abilities to specify their goals. Despite their experiential differences, however, acting-out and nonacting-out adolescents displayed similar levels of social self-efficacy, real self-image, and ideal self-image, as well as similar goal setting abilities in areas other than goal specificity. All adolescents chose a comparable number of goals, as well as comparable levels of goal difficulty, goal commitment, and procedural knowledge. The stage of adolescence with its many changes, demands, and uncertainties apparently leaves most youths with comparable self-images and goal setting abilities, regardless of whether or not they have negative experiences of social and academic failure.
Idioma: en