Self Efficacy And Suicidal Adolescents - Assignment Example

My topic is that of the relationships between self-efficacy, hope, and the problem of suicide among adolescents both male and female. This topic can be correlated with self-efficacy in many ways, and as a concept or theory, this can lead the topic to more conclusions. This is of interest to the current paper in terms of the proposal of formulating a process of achievement in and of itself rather than achievement as it is seen to be differentiated from and affected by behavioral and psychological achievement.

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By looking at adolescents’ processes such as self-regulation, strategizing, and utilization, a more detailed picture of the relationships between hope, self efficacy and suicidal behavior can be sought. “Numerous studies have examined the impact of mobility (and other extra-academic factors) on several aspects of academic achievement: test scores, grades, retention, and high school completion” (Rumberger, 2002). What seems to be needed is an actual study of behavior itself; not as an end to the various factorial means, but as a definitional assay.

The relationship between self-efficacy and self-regulated learning is a good place to begin looking at the formulation of hope as a process. Basically, the relationship between self-efficacy and self-regulation is seen to be synchronous and complementary, especially considering the fact that issues of forethought that arise with self-efficacy are directly related to self-regulated learning. The concepts can also be found to work in terms of complementary cause-and-effect relationships.

Self-efficacy pertains to self- onfidence, basically: it assays the degree to which an individual believes that they can succeed at a given task. The concept of self-regulation centers on the formation of helpful self-motivational strategies which ultimately or resultantly lead to the same belief; in this case, the result is a negation of suicidal ideation. For example, a student may be completely dedicated to their goal of becoming a tax lawyer due to high self-efficacy, and may achieve their goal through careful learning strategies due to self-regulation.

The key difference between the two concepts is that self-regulation is related to the self in terms of reflection and evaluation compared to a standard, while self-efficiency is related to a different type of comparison that puts more weight on a the perceptions of others. In a way, self-regulation in an adolescent school setting is not very different from standards that are used to measure academic achievement. Both concepts relate to processes of forethought and performance, though self-efficacy has more to do with processes of self-reaction an adaptability.

Successful adolescents who show self-efficacy are adaptive in method and will find the correct individualized self-regulatory procedure to help them overcome behavioral and psychological obstacles such as suicide and depression, and achieve academic goals. While self-efficacy may measure a person’s confidence in their knowledge of a subject, self-regulation is a process by which this person may, for example, take notes or write several outline drafts for a midterm paper.

The idea of planning or strategizing is good thinking for adolescents who want to limit depressive behavior. Students who employ strategies for study and other goal-oriented behavior tend to perform better than students whose relationship with course material is simply a pattern of reaction. This can lead to “positive attitudes toward school, greater leadership skills, greater self-esteem, and increased pro-social and fewer aggressive behaviors” (Kinsey, 2001).

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