نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار پژوهشکده خانواده دانشگاه شهید بهشتی (نویسنده مسئول)

2 دانشجوی دکترای روان‌شناسی بالینی دانشگاه شهید بهشتی

چکیده

پژوهش حاضر با هدف بررسی ارتباط مستقیم خودکارآمدی تحصیلی و ارتباط غیرمستقیم آن (از طریق طرد همسالان و موفقیت تحصیلی) با افسردگی نوجوانان انجام شده است. آزمونی‌های پژوهش شامل 946 نفر (471 دختر و 475 پسر) از دانش‌آموزان مقطع متوسطه شهر تهران می‌باشند که با روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شده‌اند. ابزار گردآوری عبارتند از: پرسشنامه خودکارآمدی کودکان و نوجوانان (SEQ-C؛ موریس، 2001)، سیاهه افسردگی کودک (CDI)، پرسشنامه طرد همسالان و موفقیت تحصیلی. برای تحلیل داده‌ها از نرم افزار لیزرل و روش تحلیل مسیر استفاده شده است. یافته‌ها نشان داد که مدل پیشنهادی از نیکویی برازش نسبتاً خوبی برخوردار است. نتایج نشان داد که مسیر مستقیم خودکارآمدی و همچنین مسیر غیرمستقیم آن از طریق طرد همسالان در افسردگی نوجوانان معنی‌دار است. خودکارآمدی تحصیلی همچنین بر موفقیت تحصیلی نوجوانان تأثیر مستقیم دارد اما مسیر غیرمستقیم آن بر افسردگی از طریق موفقیت تحصیلی معنی‌دار نمی‌باشد. استلزام‌های بالینی برای پیشگیری و درمان افسردگی نوجوانان مورد بحث قرار گرفت.

کلیدواژه‌ها

عنوان مقاله [English]

The Direct and Indirect Relationships between Academic Self-Efficacy and Adolescence Depression

نویسندگان [English]

  • K. Tahmassian 1
  • A. Anari 2

چکیده [English]

The aim of the present research was to study the direct and indirect relationships between academic self-efficacy and adolescence depression. Participants were 946 high school students (471 girls and 475 boys) in Tehran who were selected by cluster sampling method. Child Depression Inventory (CDI), Self-Efficacy Questionnaire, and Peer Rejection Questionnaire were also used. Path analysis revealed that the model fit was satisfactory. The academic efficacy had a significant direct and an indirect effect, through peer rejection, on depression. The effect of academic efficacy on academic achievement was significant, but the indirect effect, through academic achievement, on depression was not significant. Clinical implications of adolescent depression were discussed.

کلیدواژه‌ها [English]

  • Academic Self-Efficacy
  • Depression
  • adolescent
فارسی
طهماسیان، کارینه (1384). مدلیابی خوداثرمندی در افسردگی نوجوانان ایرانی بر مبنای مدل عاملیتی بندورا از افسردگی. رساله دکتری روان‌شناسی بالینی. دانشگاه علوم بهزیستی و توانبخشی.
 
لاتین
Baker, J. (1998). Moderating effect of general self-efficacy on the relationship between sensation seeking and adolescence substance abuse. At mcmaster.ca/inabis98/binoededn/index.html.
Bandara, A. (1999). A social cognitive theory of personality. In L. Perving and john (Ed.), Handbook of Personality. New York: Guilford Publication.
Bandura(a), A. (2006). Toward a psychology of human agency. Perspective of Psychological Science, 1, 164-180.
Bandura(b), A. (2006). Adolescent development from an agentic perspective. In F. Pajares and T. Urdan (Eds.). Self-Efficacy Beliefs of Adolescents, (5, 143). Greenwich. ct: Information Age publishing.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Congnitive Theory. Englewood, NG: Prentice-Hall.
Bandura, A. (2005). The primacy of self regulation in health promotion transformative mainstream. Applied Psychology and International Review, 54, 245-254.
Bandura, A., (1997). Self-Efficacy: The Excersise of Control New York: W. H. Freemn & Company.
Bandura, A., Barbaranelli, C., Caprara, G. V., Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222. 
Bandura, A., Pastorelli, C., Barbaranelli, C., Caprara, G. V. (1999). Self-efficacy pathways to childhood depression. Journal of Personality and Social Psychology, 76, 258-269.
Journal of Adolescence, 33 (5), 615-623.
Burlingame, S. M., Labsack, S. A., Luthan S, K. W. & palmer, D. K. (2003). Dazes and confused: Business students and quantitative analysis: at http://cobacoutses.Creighton.eda.
Burns, J. M., Andrews, G, & Szabo, M. (2002). Depression in young people: what causes and can we prevent it? At mia. Com. Au/public/issues/177-00-0712002-burt10371-fm.pdf.
Caprara, G., Gerbino, M., Paciello, M., Giunta, L. D., Pastorelli, C.  (2010). Counteracting Depression and Delinquency in Late Adolescence: The Role of Regulatory Emotional and Interpersonal Self-Efficacy Beliefs. European Psychologist, 15 )1), 34-48.
Celikalet, O. Gandoghu, M. and Kranesen, B. (2006). Questionnaire for measuring Self-efficacy in youth and reliability study of Turkish from. Egiyim Arastirmalari Dergis, 25, say.
Ehrenberg, M. F., Cox, D. N., Koopman, R. F. (1991). The Relationship between Self-Efficacy and Depression in Adolescents. Adolescence, 26, 361-374.
Faure, S., & Loxton, H. (2003). Anxiety, depression and self-efficacy level of women undergoing first trimester abortion. Sout African Journal of Pesychology, 33, 28-38.
Har, C. W., Smith, I. D., & Mingm L. K. (2001). Motivational and Self-regulatory processes on academic and social functioning of secondary school students in Singapore at http://www.aarw. au/01pap/cho01132htm.
Kovace, M. (1992). Child Depression Inventory. New york: Multi Health Systemsinc.
Lakaye, T., Marqalitm, & Ziman, T. (2006). Comparisons of Self-Efficacy, Mood, efford and hope between students with LD and their non-LD matched peers. Learning Disabilities Research and Practice, 21, 111-121.
Maciajewski, P. K., Prigerson, H. G., & Mazure, C. M. (2000). Self-efficacy as a mediator between stressfull life events and depressive symptoms. The British Journal of psychiatry, 176, 373-378.
Maddux, J. E. (1991). Self- Efficacy in Snyder and Forsyth (eds). Handbook of Social and Clinical Psychology: The Health Perspective (57-78). Elmsford, NY: Pergamum press.
Maddux, J. E., & Lewis, J. (1995). Self-efficacy Adaptation, and Adjustment: Theory, Research and Application. New York: Plenum press.
Malpass, J. R., Neil, H. F., & Hocevar, D. (1999). Self-regulation: Goal orientation, Self-efficacy, worry, and high tasks mathematically gifted high school students. Roeper Review, 44, 281-283.
Mcmugh, A., & Debus, R. (1998). Self-efficacy and adjustment in the social context: A closelook at child hood adjustment to chronic illness. at www.aare.edu.au/98pap/mcm98025.htm.
Medina, F. J. (2001). Self-efficacy and conflict behavior effectiveness. At Doctorial %20 Dissertation. him.
Muris, P. (2001). A Brief Questionnaire for measuring Self-efficacy in youth. Journalof Psychopathology and Beharioral Assesment, 23, 145-149.
Muris, P. (2002). Relationship between self-efficacy and Symptoms of anxiety disorders and depression in a normal adolescent sample. Personality and Individual Differences. 32, 337-348.
Muris, P., Schmidt, H., Lambrichs, R., & Meesters, C. (2001). Protective and Vulnerability Factos of Depression in Normal Adolescents. Behavior Research and Therapy, 39, 55.
Mustafa, M. B., Nasir, R., Yusooff, F. (2010). Parental Support, Personality, Self-Efficacy and Depression among Medical Students. Procedia - Social and Behavioral Sciences, 7,419-424.
Pajares, F., & – Schunk, D. H. (2001). Self Beliefs and School Success. Perception. London: Albeb Publishing.
Peterson, A. C., Compass, B. E., Brooks-Gunn, J., Stemmlar, M., E. Y. S., & Grant, K. E. (1993). Depression in adolescence. American psychologist, 48, 155-168.
Phan, H., & walker, F. (2000). The predicting and meditational role of mathematics Self-efficacy: A path analysis at http://www.aare. edu.au/00pap/pha00224.htm.
Richardson, E. D., (1999). Adventure Based therapy and self-efficacy theory: test of a treatment model for late adolescents with depressive symptomatology. Dissertation of Virginia Polytechic Institute and state University.
Scott, K. W. (2002). High self-efficacy and perseverance in adults commited to the new challenging life pursuits after age 50. PDK International Outstanding Doctorial Dissertation Awards.
Tiller, D. (1995). Self-efficacy in college students at A: /Self-efficiacy %20 in %20 College 20 studented. Htm
Williams, S. L. (1987). On anxiety and phobia. Journal of Anxiety Disorders, 1, 161-180.
Williams, S. L., and Zane, G. (1997). Guided mastery treatment of phobia. The Clinical Psychologist, 50, 13-25.