Self-efficacy in life skills and satisfaction among adolescents in school transitions.
Self-efficacy
adolescence
decision-making
life skills
problem-solving
school satisfaction
school transitions
Journal
Journal of public health research
ISSN: 2279-9028
Titre abrégé: J Public Health Res
Pays: United States
ID NLM: 101580775
Informations de publication
Date de publication:
Oct 2023
Oct 2023
Historique:
received:
05
07
2023
accepted:
16
10
2023
medline:
29
11
2023
pubmed:
29
11
2023
entrez:
29
11
2023
Statut:
epublish
Résumé
Life skills, according to the World Health Organization, can promote youth well-being through educational school programs. Among life skills, decision-making and problem-solving skills can help adolescents consciously choose their career path.The Italian school system, in fact, requires students, already at a young age (13-14 years old) to make important decisions about their future, like for example choosing the high school that they would like to attend. This study aims to analyze differences in decision-making, self-efficacy, and life satisfaction in a sample of adolescents in secondary school in Italy. It aims to analyze whether there are differences in those dimensions according to students' age, gender, regularity, and future choice intentions. Here we present a cross-sectional study involving 2104 students, balanced by gender, and attending upper secondary school in Italy. Participants completed Soresi and Nota's questionnaires on life satisfaction and Caprara's questionnaire on problem-solving self-efficacy. The data were processed using MANOVA. Research results show significant differences in self-efficacy and school satisfaction in relation to the age at which school transition occurred. Specifically, incoming preadolescents (13-14 years old) scored lower than outgoing late adolescents (17-18 years old) in both decision-making self-efficacy and school satisfaction. Girls scored lower than boys in decision-making self-efficacy. Students who expressed the intention to drop out of school scored lowest on both the self-efficacy and perceived support satisfaction scales. The results highlight the importance of promoting the development of self-efficacy in life skills and school satisfaction to help students in school transitions.
Sections du résumé
Background
UNASSIGNED
Life skills, according to the World Health Organization, can promote youth well-being through educational school programs. Among life skills, decision-making and problem-solving skills can help adolescents consciously choose their career path.The Italian school system, in fact, requires students, already at a young age (13-14 years old) to make important decisions about their future, like for example choosing the high school that they would like to attend. This study aims to analyze differences in decision-making, self-efficacy, and life satisfaction in a sample of adolescents in secondary school in Italy. It aims to analyze whether there are differences in those dimensions according to students' age, gender, regularity, and future choice intentions.
Design and methods
UNASSIGNED
Here we present a cross-sectional study involving 2104 students, balanced by gender, and attending upper secondary school in Italy. Participants completed Soresi and Nota's questionnaires on life satisfaction and Caprara's questionnaire on problem-solving self-efficacy. The data were processed using MANOVA.
Results
UNASSIGNED
Research results show significant differences in self-efficacy and school satisfaction in relation to the age at which school transition occurred. Specifically, incoming preadolescents (13-14 years old) scored lower than outgoing late adolescents (17-18 years old) in both decision-making self-efficacy and school satisfaction. Girls scored lower than boys in decision-making self-efficacy. Students who expressed the intention to drop out of school scored lowest on both the self-efficacy and perceived support satisfaction scales.
Conclusions
UNASSIGNED
The results highlight the importance of promoting the development of self-efficacy in life skills and school satisfaction to help students in school transitions.
Identifiants
pubmed: 38020217
doi: 10.1177/22799036231211420
pii: 10.1177_22799036231211420
pmc: PMC10676063
doi:
Types de publication
Journal Article
Langues
eng
Pagination
22799036231211420Informations de copyright
© The Author(s) 2023.
Déclaration de conflit d'intérêts
The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Références
J Couns Psychol. 2019 Nov;66(6):690-700
pubmed: 31368719
Front Psychol. 2021 Sep 30;12:703130
pubmed: 34659016
Int J Environ Res Public Health. 2022 Oct 02;19(19):
pubmed: 36231889