The stress process, self-efficacy expectations

Abstract In this study the effects of the stress process after a stressful encounter, that is an examination period, on university studentsÕ psychological health, as well as certain factors that play a significant role in this relationship are being examined. Two hundred and ninety-one (291) students at the University of Athens participated in our study. They completed a series of questionnaires concerning (a) psychological symptoms; (b) self-efficacy expectations; (c) threat, challenge and stakes; (d) coping strategies, and (e) a cognitive self-schema concerning personal examination abilities. The questionnaires were completed in three phases: three months and one week before an examination period, and one week after completion of this period. According to the findings, psychological symptoms are predicted by prior health, appraisal variables, and certain coping strategies. Self-efficacy expectations play a significant role in shaping threat, challenge, and stakes. These appraisal categories in turn exert influence upon psychological health, even after controlling for prior psychological health and coping strategies. Self-efficacy serves as the key variable in the appraisal process, as well as a mediator between inner cognitive structures and stress outcomes

Loneliness and social dissatisfaction: Its relation with children’s self-efficacy for peer interaction

We examined the relation of children's loneliness and social dissatisfaction in school to self-efficacy for peer interaction in the same context. Two hundred thirty-eight fourth- and sixth-grade Greek children completed Asher, Hymel, and Renshaw's (1984) Loneliness and Social Dissatisfaction Questionnaire-Greek version, and Wheeler and Ladd's (1982) Children's Self-Efficacy for Peer Interaction Scale-Greek version. The instruments showed adequate reliability and validity. Results indicated a modest but significant negative correlation between the variables studied. The correlation was stronger for social dissatisfaction than for loneliness; also, loneliness and social dissatisfaction were higher for the nonconflict than for the conflict peer interactions, and this finding was consistent across grade and sex. Sixth graders had marginally significantly higher loneliness scores than fourth graders, and girls had marginally significantly higher loneliness scores than boys. School achievement was negatively related to social dissatisfaction. Results are discussed in terms of the existing literature on children's loneliness and self-efficacy