自我效能感的多维影响因素综合讨论
An Integrative Exploration of the Multidimensional Influences on Self-Efficacy
摘要: 自我效能感作为个体对自身完成特定任务能力的信念，对心理健康、学业成就及职业发展等领域具有重要影响。本文基于班杜拉的社会认知理论，系统梳理了自我效能感的多维度影响因素。研究发现，个体内部因素(如成功经验、身心状态及性别差异)、社会与环境因素(如社会支持、阶层背景及亲社会行为)、情境因素(如社会劝导与替代性经验)以及动机与目标取向(如挑战性目标与自主动机)共同塑造自我效能感的形成与发展。未来研究可进一步探讨文化差异、纵向发展规律以及干预措施，以促进个体的心理健康和职业发展。
Abstract: Self-efficacy, as an individual’s belief in his or her ability to accomplish a specific task, has an important impact on the domains of mental health, academic achievement, and career development. Based on Bandura’s social cognitive theory, this paper systematically investigates the multidimensional influences on self-efficacy. It was found that intra-individual factors (e.g., success experience, physical and mental state, and gender differences), social and environmental factors (e.g., social support, class background, and pro-social behavior), situational factors (e.g., social persuasion and alternative experiences), and motivation and goal orientation (e.g., challenging goals and autonomous motivation) jointly shaped the formation and development of self-efficacy. Future research could further explore cultural differences, longitudinal patterns of development, and interventions to promote individuals’ psychological well-being and career development.
文章引用：蒋萌, 丽娜·叶里根, 杨伏霞 (2025). 自我效能感的多维影响因素综合讨论. 心理学进展, 15(5), 202-207. https://doi.org/10.12677/ap.2025.155287

参考文献

[1] 楚啸原, 理原, 王兴超, 王鹏程, 雷雳(2019). 家庭社会经济地位与青少年自我效能感的关系: 家庭支持的中介作用与性别因素的调节作用. 心理科学, 42(4), 891-897.
[2] 王丽(2024). 初中生意志品质与自我效能感、主观幸福感的关系及干预研究. 硕士学位论文, 成都: 成都大学.
[3] 向前, 包卫, 蒋淑亚, 张智慧, 石曼卿(2024). 女大学生性别角色认同与自我效能感、领导力之间的关系——基于变量中心与个人中心的视角. 中国临床心理学杂志, 32(6), 1287-1291.
[4] 张春雨(2024). 初中生上行社会比较与焦虑情绪的关系. 硕士学位论文, 北京: 中央民族大学.
[5] 周晨湘(2024). 初中生学业自我效能感与学习倦怠的关系. 硕士学位论文, 北京: 中央民族大学.
[6] Bandura, A., & Adams, N. E. (1977). Analysis of Self-Efficacy Theory of Behavioral Change. Cognitive Therapy and Research, 1, 287-310.[CrossRef] 
[7] Brown, S. D., & Lent, R. W. (2016). Vocational Psychology: Agency, Equity, and Well-Being. Annual Review of Psychology, 67, 541-565.[CrossRef] [PubMed]
[8] Caldwell, T., & Obasi, E. M. (2010). Academic Performance in African American Undergraduates: Effects of Cultural Mistrust, Educational Value, and Achievement Motivation. Journal of Career Development, 36, 348-369.[CrossRef] 
[9] Choi, B. Y., Park, H., Yang, E., Lee, S. K., Lee, Y., & Lee, S. M. (2012). Understanding Career Decision Self-Efficacy: A Meta-Analytic Approach. Journal of Career Development, 39, 443-460.[CrossRef] 
[10] Close, W., & Solberg, S. (2008). Predicting Achievement, Distress, and Retention among Lower-Income Latino Youth. Journal of Vocational Behavior, 72, 31-42.[CrossRef] 
[11] Crocker, J., Canevello, A., & Brown, A. A. (2017). Social Motivation: Costs and Benefits of Selfishness and Otherishness. Annual Review of Psychology, 68, 299-325.[CrossRef] [PubMed]
[12] Dahling, J. J., Melloy, R., & Thompson, M. N. (2013). Financial Strain and Regional Unemployment as Barriers to Job Search Self-Efficacy: A Test of Social Cognitive Career Theory. Journal of Counseling Psychology, 60, 210-218.[CrossRef] [PubMed]
[13] Deemer, E. D., Thoman, D. B., Chase, J. P., & Smith, J. L. (2014). Feeling the Threat: Stereotype Threat as a Contextual Barrier to Women’s Science Career Choice Intentions. Journal of Career Development, 41, 141-158.[CrossRef] 
[14] Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 53, 109-132.[CrossRef] [PubMed]
[15] Garriott, P. O., Flores, L. Y., Prabhakar, B., Mazzotta, E. C., Liskov, A. C., & Shapiro, J. E. (2014). Parental Support and Underrepresented Students’ Math/Science Interests: The Mediating Role of Learning Experiences. Journal of Career Assessment, 22, 627-641.[CrossRef] 
[16] Gibbons, M. M., & Borders, L. D. (2010). Prospective First‐Generation College Students: A Social‐Cognitive Perspective. The Career Development Quarterly, 58, 194-208.[CrossRef] 
[17] Kenny, M. E., Walsh-Blair, L. Y., Blustein, D. L., Bempechat, J., & Seltzer, J. (2010). Achievement Motivation among Urban Adolescents: Work Hope, Autonomy Support, and Achievement-Related Beliefs. Journal of Vocational Behavior, 77, 205-212.[CrossRef] 
[18] Nelson, S. K., Layous, K., Cole, S. W., & Lyubomirsky, S. (2016). Do Unto Others or Treat Yourself? The Effects of Prosocial and Self-Focused Behavior on Psychological Flourishing. Emotion, 16, 850-861.[CrossRef] [PubMed]
[19] Schunk, D. H. (1990). Goal Setting and Self-Efficacy during Self-Regulated Learning. Educational Psychologist, 25, 71-86.[CrossRef] 
[20] Sheu, H., Lent, R. W., Brown, S. D., Miller, M. J., Hennessy, K. D., & Duffy, R. D. (2010). Testing the Choice Model of Social Cognitive Career Theory across Holland Themes: A Meta-Analytic Path Analysis. Journal of Vocational Behavior, 76, 252-264.[CrossRef] 
[21] Thompson, M. N., & Dahling, J. J. (2012). Perceived Social Status and Learning Experiences in Social Cognitive Career Theory. Journal of Vocational Behavior, 80, 351-361.[CrossRef]