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.
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).