Samoefikasnost kao faktor socijalne prilagođenosti adolescenata

Abstract

Prema Banduri, samoefikasnost se odnosi na verovanje u sopstvene sposobnosti korišćenja motivacije, kognitivnih resursa i akcija kako bi se odgovorilo na zahteve u datoj situaciji. Samoefikasnost utiče na izbore u životu, nivo motivacije, otpornost na stres i ukupno socijalno funkcionisanje pojedinca. Na osnovu rezultata dosadašnjih istraživanja opravdano se pretpostavlja da manjkava samoefikasnost može doprineti nastajanju problema u socijalnom prilagođavanju. U vezi sa samoefikasnošću, često se razmatraju dva tangentna konstrukta i to su optimizam i adaptibilnost. Optimizam podrazumeva pozitivan stav prema svetu i životu uopšte, prema sebi i svom životu, sada i u budućnosti, a adaptibilnost označava sposobnost razmatranja različitih opcija ili fleksibilnost prilikom rešavanja problema. Predmet rada je sagledavanje potreba za unapređivanjem samoefikasnosti, optimizma i adaptibilnosti adolescenata. Istraživanje je rađeno na velikom reprezentativnom uzorku srednjoškolaca (N=800), oba pola, uzrasta 15-18 godina. Za prikupljanje podataka korišćena je Sense of Mastery Scale (Prince-Embury, 2007). Najvažniji rezultati istraživanja su: kod petine ispitivanih adolescenata identifikovan je ispodprosečan nivo samoefikasnosti, optimizma i adaptibilnosti; nisu otkrivene značajnije razlike u odnosu na uzrast ispitanika, ali jesu u odnosu na pol, u pravcu povoljnijih rezultata kod devojaka. Rezultati ovog istraživanja su od značaja za praksu, jer usmeravaju izbor intervencija koje se mogu primeniti u okviru opsežnijih inicijativa promovisanja socijalnog razvoja adolescenata. U završnom delu rada razmotreni su različiti pristupi unapređivanja samoefikasnosti, optimizma i adaptibilnosti uz kritički osvrt na njihovu efektivnost.

According to Bandura (1989), “self-efficacy refers to beliefs in one’s capabilities to mobilize the motivation, cognitive resources, and courses of action needed to meet given situational demands”. Self-efficacy affects life choices, the level of motivation, stress resistance and overall social functioning. Based on the results of previous studies it is reasonable to assume that insufficient self-efficacy can contribute to the emerging problems in social adjustment. In relation to selfefficacy two tangent constructs are often considered: optimism and adaptability. Optimism implies a positive attitude toward the world and life in general, toward oneself and one’s life, nowadays and in the future, while adaptability means the ability to consider different options and flexibility in problems solving. The objective of this paper is to analyze the need for improving self-efficacy, optimism and adaptability in adolescents. The research was done in a large, representative sample of high-school students (N=805), of both sexes, aged from 15 to 18. The data were collected using Sense of Mastery Scale (Prince-Embury, 2007). It was revealed that one fifth of the studied adolescents had subaverage scores on self-efficacy, adaptability and optimism. There were no significant differences between students relating to their age, but it was determined that girls obtained significantly higher scores than boys. All three investigated constructs correlate with the level of school attainment. These results have practical implications since they may direct selection of those interventions that could be applied within extensive initiatives for promotion of adolescents’ social development. The final part of this paper discusses different approaches to improving self-efficacy, optimism, and adaptability with a critical review of their effectiveness.