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The purpose of this study was to examine the relationship between social self-efficacy and interpersonal stress in adolescence. Three scales, measuring social self-efficacy, interpersonal stress and interpersonal stress coping were administered to 180 high school students. Scores on
social self-efficacy were negatively correlated with those on interpersonal stress and interpersonal stress coping. Furthermore, interpersonal stress scores correlated positively with interpersonal stress coping. A two-factor analysis on the mean scores for factors of interpersonal stress
was conducted to examine social self-efficacy and interpersonal stress coping differences, and the effect of social self-efficacy on the reducing of interpersonal stress.

The rate at which adolescents' social self-efficacy levels can be predicted by variables such as the level of the adolescents' attachment to their parents and their peers, problem-solving skills, learned resourcefulness, perceived marital adjustment of their parents, and their
mothers' interpersonal relationships was examined. Volunteer high school students (N = 194), and their mothers were the participants. Students completed the Social Self-Efficacy Expectation Scale for Adolescents (SSES-A; Bilgin, 1999). Data were collected through the Inventory
of Parent Attachment (IPA; Hortaçsu & Oral, 1991), the Inventory of Peer Attachment (IPA; Hortaçsu & Oral, 1991), the Interpersonal Relationship Scale (IPRS; Sahin, Durak, & Yasak, 1994), the Problem Solving Inventory (PSI; Savas¸ir & Şahin, 1997),
Rosenbaum's (1980) Learned Resourcefulness Schedule (RLRS), and the Perceived Marital Adjustment Questionnaire (PMAQ; Akkapulu, 2005). The result of the stepwise regression analyses revealed that learned resourcefulness, problem-solving skills, perceived marital adjustment, the level
of peer attachment, the mothers' nourishing interpersonal relations, and parental attachment levels, were all significant predictors of social self-efficacy.

This paper reports the construction and validation of a measure of social self-efficacy in a range of social interaction situations commonly experienced by tertiary students, including situations posing special concern to recent arrivals to the Australian educational setting. Participants
in the first study were 228 undergraduate students. Among these, 91 were Australia-born with English-speaking-background parents (Anglo-Australians), 90 were also Australia-born but had parents from a non-English-speaking-background (NESB Australia-born), and 47 were overseas-born with NESB
parents (NESB immigrants). Item and factor analyses yielded a 20-item, 4-factors Social Self-Efficacy Scale for Students (SSESS). The four factors were Absence of Social Difficulties, Social Confidence, Sharing Interests, and Friendship Initiatives. Evidence of the scale's satisfactory
internal consistency reliability, and its concurrent and construct validity is presented. Indication of satisfactory test-retest reliability was obtained from a second sample of 16 university students. Applications and directions for further research are discussed.

This study was conducted to compare different variables of social self-efficacy (SSE) as determinants for adolescents in selecting and taking part in team and individual sports. Four sporting codes were selected for study: table tennis, swimming, handball, and basketball. Participants
were 100 adolescents who had played their chosen sport for an average of 5.4 years. Results showed that the difference in SSE between those playing table tennis and those playing handball was significant, as was the difference between those playing table tennis and those playing basketball,
swimming and handball, swimming and basketball. No statistical difference was found in SSE between those playing table tennis and those involved in swimming, and handball and basketball. Likewise, there was no statistically significant difference between SSE scores according to gender for
any of the sports. Nor was there any significant difference between the socioeconomic status (SES) of the participants according to the sport they played and the arithmetic average of their SSE scores. A negative correlation was noted (p > .05) between the sporting code and the SES
of participants.

The current study focused on intra‐group conflict by attempting to elucidate individual and situational factors underlying choices along two dimensions of conflict management patterns: engagement versus avoidance and constructive versus destructive. In the study, the role of two types of self‐efficacy (global and social) among group members was investigated, as was the sense of group identification in team dispute resolution preferences modes. Sixty‐seven members of volunteer community service communes in the Israeli Scouting youth movement, 48 females and 19 males, representing 13 intact teams, participated in the study. Self‐report structured questionnaires (previously used and adapted for this study) served as research instruments. Both global self‐efficacy and group identification independently predicted the conflict engagement‐destructive pattern of domination. Social self‐efficacy served as the sole predictor of the preference to manage intra‐team conflict by means of integrating—the engagement‐constructive mode. In contrast, the choice of compromising was also fostered by the joint contribution of social self‐efficacy and group‐identification, beyond the direct effect of social self‐efficacy. The study corroborates the assumption that conflict management patterns within an intact team are related to dispositional variables on the individual level, i.e., global and social self‐efficacy, and to the team‐related variable of group identification.

The purposes of this study were to explore the correlations among classroom emotional climate, student social self-efficacy, and student psychological health. This study treated 392 university students as the research participants. The results of the confirmatory factor analysis showed that the factor structure of classroom emotional climate and social self-efficacy had a good fit. The results showed that classroom emotional climate could significantly affect social self-efficacy, that social self-efficacy could significantly predict self-esteem and depression, and that self-esteem could also significantly predict depression. Finally, the research results were discussed, and relevant suggestions were proposed for schools, teachers, and future research.

College enrollment and graduation rates for African Americans remain lower than enrollment and graduation rates for middle and upper-class White students. The lower enrollment and graduation rates have an effect on the number of African American students who pursue the Ph.D. and other research doctorate degrees. In order to increase the number of African Americans and other underrepresented students in the Ph.D. pipeline, the United States Congress passed legislation that created the Ronald E. McNair Postbaccalaureate Achievement Program (McNair Scholars Program) in the mid-1980s. The purpose of the McNair Scholars Program is to prepare college students for doctoral studies and careers in academia through involvement in summer research internships and other scholarly activities. One way in which this program may prepare students is through the development of students' academic, research and social self-efficacy. To date, however little research has been conducted to see if the McNair Scholars Program has an effect on African American students' levels of self-efficacy. The purpose of this study was to compare levels of academic, research and social self-efficacy among African American pre- and post-McNair Scholar participants. Levels of self-efficacy were analyzed by McNair participant status (pre-McNair and post-McNair), gender, college and grade point average. The study employed a national sample of African American pre- and post McNair Scholar Program participants. Data were collected using the Graduate Education Self-Efficacy Scale (GESES), a 57-item instrument designed specifically for this study. Items for the survey were developed utilizing existing literature on academic, research and social self-efficacy. Results revealed significant differences in academic, research and social self-efficacy between African American pre- and post-McNair Scholar Program participants. There were no significant differences by gender on academic, research or social self-efficacy. Neither were significant differences found by college grade level on academic or social self-efficacy. There were, however, significant differences based on college grade level on research self-efficacy. There were also significant interaction effects between gender and college grade level on academic, research and social self-efficacy. The results suggest that participating in the McNair Scholars Program raises levels of academic, research and social self-efficacy among African American college students. ; Ph. D.

This study investigated the temporal relationship between social self‐efficacy and psychological distress during 3 years in middle to late adolescence. The sample comprised 1508 participants (60.7% female; baseline mean age = 16.33, SD = .62; 52.9% high perceived family wealth; 70.6% born in Norway). We used a random intercept cross‐lagged panel model to investigate the concurrent and subsequent associations between the two constructs. The results indicated (1) small to moderate and negative associations between the trait‐like components and within‐person fluctuations of social self‐efficacy and psychological distress, (2) positive and significant carry‐over stability effects on both constructs across time, and (3) that psychological distress predicted subsequent social self‐efficacy more consistently across four time points, than social self‐efficacy predicted later psychological distress.