Jessica C. Dawkins, Penelope A. Hasking, Mark E. Boyes, Danyelle Greene and Chantelle Passchier (Curtin University, Bentley, Australia) published in Stress and Health Volume 35 Issue 1 (February 2019)
Abstract
The recently proposed cognitive‐emotional model of nonsuicidal self‐injury (NSSI) draws on emotion regulation models and social cognitive theory to understand the onset, maintenance, and cessation of NSSI. We tested the prediction of the model that the relationship between emotional reactivity and NSSI is moderated by specific cognitions about self‐injury (i.e., self‐efficacy to resist NSSI, NSSI outcome expectancies), emotion regulation, and rumination.
A sample of 647 university students aged 17–25 years (M = 19.92, SD = 1.78) completed self‐report measures of the constructs of interest. As expected, we found that emotional reactivity was positively related to NSSI, particularly for people who had weak self‐efficacy to resist NSSI. However, emotional reactivity was negatively related to NSSI for people who were more likely to use expressive suppression to regulate emotion.
Implications for the theoretical understanding of NSSI are discussed.
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Showing posts with label self_efficacy. Show all posts
Showing posts with label self_efficacy. Show all posts
Tuesday, 26 February 2019
Monday, 29 April 2013
The effects of classroom teaching on students' self-efficacy for personal development
an article by Derek Cheung and Edith Lai (,The Chinese University of Hong Kong, Shatin) published in British Journal of Guidance and Counselling Volume 41 Number 2 (April 2013)
Abstract
The personal development of students is an essential component of school guidance and counselling programmes, but no published research on guidance and counselling has investigated the effects of regular classroom teaching on students’ self-efficacy for personal development.
In this study, questionnaire items were constructed to measure classroom teaching, student self-efficacy for personal development and student use of deep learning strategies. Data were collected from 16,208 secondary school students in Hong Kong. Using structural equation modelling, regular classroom teaching was found to have a direct effect on personal development self-efficacy as well as an indirect effect through student use of deep learning strategies.
Implications of these findings for implementing a whole-school approach to guidance and counselling are discussed.
Abstract
The personal development of students is an essential component of school guidance and counselling programmes, but no published research on guidance and counselling has investigated the effects of regular classroom teaching on students’ self-efficacy for personal development.
In this study, questionnaire items were constructed to measure classroom teaching, student self-efficacy for personal development and student use of deep learning strategies. Data were collected from 16,208 secondary school students in Hong Kong. Using structural equation modelling, regular classroom teaching was found to have a direct effect on personal development self-efficacy as well as an indirect effect through student use of deep learning strategies.
Implications of these findings for implementing a whole-school approach to guidance and counselling are discussed.
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