Self-efficacy pathways to childhood depression
Self-efficacy pathways to childhood depression
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DOI：
10.1037/0022-3514.76.2.258
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发表时间：
1999-02-01
影响因子：
7.6
通讯作者：
Caprara, GV
中科院分区：
文献类型：
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作者：
Bandura, A;Pastorelli, C;Caprara, GV
这项前瞻性研究分析了自我效能感的不同方面如何在儿童抑郁症的社会认知影响网络中协同运作。社会和学术的无效能感直接和通过其对学业成绩，亲社会性和问题行为的影响，并发和随后的抑郁症。在短期内，孩子们对自己的学业无效的信念感到沮丧，而不是他们实际的学业表现。从长期来看，低学业效能感对抑郁的影响是通过学业成绩、问题行为和先前的抑郁来介导的。从长远来看，感知到的社会无能对女孩的抑郁症的影响比男孩更大;随着时间的推移，女孩的抑郁症也比男孩的抑郁症更强烈。
This prospective research analyzed how different facets of perceived self-efficacy operate in concert within a network of sociocognitive influences in childhood depression. Perceived social and academic inefficacy contributed to concurrent and subsequent depression both directly and through their impact on academic achievement, prosocialness, and problem behaviors. In the shorter run, children were depressed over beliefs in their academic inefficacy rather than over their actual academic performances. In the longer run, the impact of a low sense of academic efficacy on depression was mediated through academic achievement, problem behavior, and prior depression. Perceived social inefficacy had a heavier impact on depression in girls than in boys in the longer term; Depression was also more strongly linked over time for girls than for boys.