Adolescence And Self-Efficacy

Adolescence is the most important period of human life. The country’s success in various fields of life depends on the proper guidance of adolescents. Every teacher and parent must know about the nature and changes emerging in transition period from childhood to adulthood. They must also know the various problems fraught with developmental characteristics to deal effectively with problems of adolescents. It is also necessary for them to be familiar with casual factor of the problems of adolescents. So that proper individual, educational and vocational guidance may be provided for adequate adjustment in the society. Daily academic environment and many academic tasks pose serious threats for students personal well being. Some amount of academic

In this view, self-efficacy represents a dynamic, multifaceted belief system that operates selectively across different activity domains and under different situational demands, rather than being a decontextualized conglomerate (Bandura, 1997, p.42). Therefore, the self-efficacy which is pertinent in academic setting is academic self-efficacy, an individual’s self-evaluation of his/her capability and/or chances for success in the academic settings (Robbins et al., 2004), which is the focus of the current study. Various studies have demonstrated that students who have high levels of academic self-efficacy beliefs have good feelings, behaviours, and positive thinking; can motivate themselves for actions and act accordingly; strive for achievement; persist longer when they encounter difficulties and until they get the solution; believe that failure is a temporal problem which they can manage; and attempt and use all possible ways to handle troubles and maintain their course of actions; are not frightened and challenged by difficult assignments and tasks rather they consider them as an opportunity for learning and mastery (Bandura, 1977, 1994; Pajares, 2002; Schunk, 1995). Consequently, these characteristics enable them to be successful in their academic achievement. On the contrary, those students who have low self-efficacy beliefs may not be interested to perform a task,

which act as the basis of one 's behaviour. It is more or less stable an enduring organization of a person’s character, temperament, intellect and physique, which determine his unique adjustment to the environment (Eysenck, 1971). Thus the personality of an individual plays a very important role in the process of decision making and adjustment. Success in life depends more often on qualities of character, personality and temperamental traits of an individual than on intellectual attainment, general intelligence or even specific abilities (Garcha,