The relationship between borderline personality features and self-efficacy: the mediating role of school adjustment and the moderating role of social support.

BACKGROUND

Adolescents with low self-efficacy may exhibit borderline personality features. This study aimed to investigate the role of school adjustment and social support in the association between self-efficacy and borderline personality features among adolescents.

METHODS

Questionnaires were distributed to 2369 adolescents to collect data including general demographic characteristics, borderline personality features, social support, school adjustment, and self-efficacy.

RESULTS

(1) Adolescents' school adjustment and self-efficacy were negatively associated with borderline personality features. (2) The relationship between borderline personality features and self-efficacy was partially mediated by school adjustment. (3) The relationships among borderline personality features, school adjustment, and self-efficacy were moderated by social support. High levels of social support were associated with a stronger negative correlation between borderline personality features and self-efficacy.

CONCLUSIONS

School adjustment is a crucial link between borderline personality features and self-efficacy. Although social support can mitigate this relationship to some extent, adolescents with borderline personality features may still face challenges in developing a strong sense of self-efficacy, even in supportive environments.