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Related Experiment Videos

Self-efficacy pathways to childhood depression.

A Bandura1, C Pastorelli, C Barbaranelli

  • 1Department of Psychology, Stanford University, California 94305-2130, USA.

Journal of Personality and Social Psychology
|March 13, 1999
PubMed
Summary
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Childhood depression is linked to beliefs about academic and social abilities. Low self-efficacy impacts academic performance and behavior, especially in girls over time.

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Clinical Psychology

Background:

  • Childhood depression is a significant mental health concern.
  • Self-efficacy, encompassing social and academic beliefs, influences child development.
  • Understanding sociocognitive factors is crucial for addressing depression in children.

Purpose of the Study:

  • To investigate the network of sociocognitive influences on childhood depression.
  • To analyze the roles of perceived social and academic inefficacy.
  • To examine gender differences in the relationship between self-efficacy and depression.

Main Methods:

  • Prospective research design.
  • Analysis of perceived self-efficacy facets.
  • Examination of mediating factors like academic achievement and problem behaviors.

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Main Results:

  • Perceived academic and social inefficacy directly and indirectly predict depression.
  • Children's beliefs about academic inefficacy, not performance, initially correlated with depression.
  • Academic achievement, problem behavior, and prior depression mediated long-term effects of academic inefficacy.
  • Social inefficacy and depression showed a stronger long-term link in girls than boys.

Conclusions:

  • Perceived self-efficacy is a key sociocognitive factor in childhood depression.
  • Interventions targeting academic and social self-efficacy may help prevent or treat childhood depression.
  • Gender-specific approaches may be necessary, particularly for older girls.