Waaktaar Trine, Torgersen Svenn
Centre for Child and Adolescent Mental Health, Oslo, Norway.
Twin Res Hum Genet. 2013 Jun;16(3):651-60. doi: 10.1017/thg.2013.25. Epub 2013 Apr 22.
Social learning theory postulates that self-efficacy is learned through the person's interaction with his/her physical and social environment. In this genetically informative, population-based, multi-informant study of 1,394 adolescent twin pairs, self-efficacy was modeled as one latent psychometric self-efficacy factor with genetic and environmental effects common to all informants, as well as for effects specific for each informant. The results showed that 75% of variation in self-efficacy was due to genetic factors. Non-shared environmental causes explained the remaining 25% of the variance in the latent factor, with no effect of common environment. Some informant-specific effects were also found. The present study challenges the theoretical assumption of learning as the dominant etiological factor behind self-efficacy in young people.
社会学习理论假定，自我效能感是通过个体与其自然和社会环境的互动习得的。在这项基于人群、具有遗传信息且涉及多信息提供者的研究中，对1394对青少年双胞胎进行了研究，自我效能感被建模为一个潜在的心理测量学自我效能感因素，具有所有信息提供者共有的遗传和环境效应，以及每个信息提供者特有的效应。结果表明，自我效能感变异的75% 归因于遗传因素。非共享环境因素解释了潜在因素中其余25% 的变异，共同环境没有影响。还发现了一些信息提供者特有的效应。本研究对将学习作为年轻人自我效能感背后主要病因因素的理论假设提出了挑战。
