Social, academic, and emotional self-efficacies in adolescent girls and their determinants: a cross sectional study

Hemn Kaka Mirza; Mahlagha Dehghan; Mohammed Faris Abdulghani; Mohammad Ali Zakeri; Abdollah Dakkalirad; Peiman Prandeh Afshar

doi:10.1515/ijamh-2024-0114

Article

Social, academic, and emotional self-efficacies in adolescent girls and their determinants: a cross sectional study

Hemn Kaka Mirza , Mahlagha Dehghan , Mohammed Faris Abdulghani , Mohammad Ali Zakeri , Abdollah Dakkalirad and Peiman Prandeh Afshar

Published/Copyright: December 4, 2024

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From the journal International Journal of Adolescent Medicine and Health Volume 36 Issue 6

Abstract

Objectives

To examine the levels of social, academic, and emotional self-efficacy in school-aged girls and to identify the factors that contribute to these self-efficacies.

Methods

This study included 246 girls in Sistan and Baluchistan, located in southeastern Iran. This cross-sectional study was conducted on 246 teenagers between the ages of 11 and 18 and the questionnaire consisted of a demographic form, the Self-Efficacy Questionnaire for Children (SEQ-C), the Multidimensional Anxiety Scale for Children (MASC), and the Children’s Depression Inventory (CDI).

Results

The mean scores for social, academic, and emotional self-efficacies were found to be 27.24 ± 5.67, 30.52 ± 6.47, and 22.29 ± 6.36, respectively. All categories of self-efficacy had mean scores that were higher than the questionnaire midpoint. Furthermore, for every type of self-efficacy, the study identified significant predictors. To be more precise, social self-efficacy was significantly predicted by anxiety, depression, and education level (R²=13.7 %, p<0.001). Additionally, anxiety and age were significant predictors of academic self-efficacy (R²=4.9 %, p=0.002). Lastly, anxiety and education level were significant predictors of emotional self-efficacy (R²=9.2 %, p<0.001).

Conclusions

The results suggest that focusing on reducing depression and anxiety levels could potentially have a positive impact on various aspects of self-efficacy.

Keywords: social self-efficacy; academic self-efficacy; emotional self-efficacy; depression; anxiety; adolescent

Corresponding author: Mahlagha Dehghan, Reproductive and Family Health Research Center, Kerman University of Medical Sciences, Kerman, Iran, E-mail: m_dehghan@kmu.ac.ir

Acknowledgments

The researchers would like to thank all the participants for their cooperation.

Research ethics: This research, approved with the code of ethics No. IR.IRSHUMS.REC.1399.008, was conducted at Iranshahr University of Medical Sciences. The study’s objectives, assurance of data anonymity, and voluntary participation were clearly explained on the first page of the online questionnaire. Participants provided their consent for their information to be used in the research. All procedures were conducted in accordance with the relevant guidelines and regulations outlined in the Declaration of Helsinki.
Informed consent: Not applicable.
Author contributions: M.D. conceptualized and designed the study and analyzed the data. M.A.Z and AD designed the study protocol and supervised and supported data collection. All author helped in writing different parts of the manuscript and approved the final version.
Use of Large Language Models, AI and Machine Learning Tools: None declared.
Conflict of interest: The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Research funding: None declared.
Data availability: The data underlying this study are contained within the article.

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Received: 2024-08-04

Accepted: 2024-11-14

Published Online: 2024-12-04

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Articles in the same Issue

https://doi.org/10.1515/ijamh-2024-0114

Keywords for this article

social self-efficacy; academic self-efficacy; emotional self-efficacy; depression; anxiety; adolescent