Self-efficacy configurations and wellbeing in the academic context: A person-centred approach

Marinella Paciello, Valerio Ghezzi, Carlo Tramontano, Claudio Barbaranelli, Roberta Fida

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Abstract

The aim of the present study was to identify self-efficacy configurations in different domains (i.e., emotional, social, and self-regulated learning) in a sample of university students using a person-centred approach. Results from a two-cohort sample (N = 1650) assessed at the beginning of their first year supported a 4-cluster solution: 1) Highly Self-Efficacious students, with high levels of self-efficacy in all domains; 2) Low Self-Efficacious students, with low levels of self-efficacy in all domains; 3) Learning and Socially Self-Efficacious students, with a medium-high level of self-regulated learning, medium level of social, and medium-low level of emotional self-efficacies; and 4) Emotionally Self-Efficacious students, with a medium-high level of emotional, medium-low level of social, and low level of self-regulated learning self-efficacies. The association of these configurations with wellbeing indicators, concurrently and one year later, provides support for the validity of the cluster solution. Specifically, by adopting the informative hypothesis testing approach, results showed that the first and second groups have the best and the worst wellbeing levels, respectively. Furthermore, whereas the other two groups did not differ with respect to depression, Learning and Socially Self-Efficacious students have higher life satisfaction than the last group. These results were confirmed both concurrently and over time.
Original languageEnglish
Pages (from-to)16-21
Number of pages6
JournalPersonality and Individual Differences
Volume99
Early online date5 May 2016
DOIs
Publication statusPublished - Sep 2016

Keywords

  • Self-efficacy
  • Wellbeing
  • University
  • Person-centred appoach
  • Cluster

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