Bandura A, Pastorelli C, Barbaranelli C, Caprara G V
Department of Psychology, Stanford University, California 94305-2130, USA.
J Pers Soc Psychol. 1999 Feb;76(2):258-69. doi: 10.1037//0022-3514.76.2.258.
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.
这项前瞻性研究分析了在儿童抑郁症的社会认知影响网络中，自我效能感的不同方面是如何协同作用的。感知到的社交和学业效能低下，通过对学业成绩、亲社会行为和问题行为的影响，直接或间接地导致了同时期和后续的抑郁症。短期内，儿童因对自己学业效能低下的信念而抑郁，而非因其实际学业表现。从长期来看，学业效能感低对抑郁症的影响是通过学业成绩、问题行为和先前的抑郁症来介导的。从长期来看，感知到的社交效能低下对女孩抑郁症的影响比对男孩的影响更大。随着时间的推移，女孩的抑郁症关联也比男孩更强。
