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Familial influence on self-efficacy: Exploring the relationship between perceived parenting style, current social support, and self-efficacy beliefs in a sample of nontraditional college students.

机译：家族对自我效能感的影响：在非传统大学生样本中，探索父母的养育方式，当前的社会支持和自我效能感信念之间的关系。

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This exploratory correlational research study examined the relationship between Baumrind's three parenting styles, perceived social support, and general self-efficacy beliefs in a convenience sample of 162 nontraditional college students. Participants completed four online questionnaires to assess demographic characteristics, perceived parenting style of their parents while growing up, current perceived social support from family, friends, and significant others, as well as general self-efficacy beliefs. Contrary to expectations, none of the three parenting styles were significantly correlated with general self-efficacy. However, as predicted, results showed a significant positive correlation between social support and self-efficacy (p .01), and between authoritative parenting and social support (p .01). Interestingly, supplementary analyses revealed a significant positive correlation between current socioeconomic status (SES) and general self-efficacy (p .01). A subsequent post hoc ANOVA showed that participants from lower SES scored significantly lower on the general self-efficacy scale than participants from middle SES or upper SES, with no significant difference between the latter two groups. Statistically significant group differences in general self-efficacy were also found between undergraduate and graduate students (p = .002), as well as between high achieving (GPA 3.5+) and lower achieving (GPA 3.49 or lower) students (p = .008). Conclusions were tempered by limitations of small to moderate correlations and small effect sizes. These findings were discussed in light of a conceptual framework that incorporates self-efficacy theory, attachment theory and Baumrind's parenting styles typology.
机译：这项探索性的相关研究研究在162名非传统大学生的便利样本中研究了鲍姆林德的三种养育方式，感知的社会支持和一般的自我效能感信念之间的关系。参与者完成了四份在线调查问卷，以评估人口统计学特征，成长过程中父母的育儿方式，当前家庭，朋友和重要他人的社会支持以及一般的自我效能感信念。与期望相反，这三种教养方式均与一般自我效能感无显着相关。但是，正如预期的那样，结果显示，社会支持与自我效能感之间显着正相关（p <.01），权威父母与社会支持之间（p <.01）。有趣的是，补充分析显示当前的社会经济状况（SES）与一般自我效能之间存在显着正相关（p <.01）。随后的事后方差分析表明，来自较低SES的参与者在一般自我效能感评分上的得分明显低于来自中SES或较高SES的参与者，后两组之间无显着差异。在本科生和研究生之间（p = .002），以及在高成就（GPA 3.5+）和较低成就（GPA 3.49或更低）的学生之间（p = .008），在一般自我效能方面也发现了统计学上显着的群体差异。 ）。结论受到小到中等相关性和小效应量的限制。根据结合自我效能感理论，依恋理论和鲍姆林德的父母教养方式类型学的概念框架讨论了这些发现。

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