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Specijalna edukacija i rehabilitacija
2012, vol. 11, iss. 4, pp. 637-655
article language: Serbian
document type: Review Paper
published on: 08/01/2013
doi: 10.5937/specedreh11-3104
Significance of self-efficacy model in educational work with adolescents
University of Belgrade, Faculty for Special Education and Rehabilitation

e-mail: biljanamilanovicdobrota@gmail.com

Abstract

The frame of reference in this paper is based on Bandura's concept of self-efficacy. The theory of self-efficacy is based on the importance of subjective experience of personal competence in realizing different goals and tasks, rather than on real knowledge and skills. It supports reciprocal causation according to which a person is observed holistically through dynamic effect of personal factors (cognitive, emotional and biological), factors of the environment and behavior. Development of self-efficacy strongly determines future behavior of a person in achieving goals, since it initiates action, determines the amount of required effort, persistence in facing obstacles, and resilience in unwanted situations. Many different scales are used in assessing selfefficacy (e.g. Children's Self-Efficacy Scale, Parents' Self-Efficacy Scale, Teachers' Self-Efficacy Scale, etc.). They consist of several subscales that can greatly contribute to understanding adolescents and predicting their functioning, depending on the assessed contextual area. Previous researches confirmed the influence of students' selfefficacy on their academic achievements, professional aspirations, and prosocial behavior. In the last couple of years there have been more and more researches which analyze the role of self-efficacy in behavioral disorders, such as peer aggression, cigarette smoking, drug abuse, excessive use of the Internet, etc.

Keywords

theory of self-efficacy; development of self-efficacy; assessment of self-efficacy

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