Abstract
Referentni okvir rada baziran je na Bandurinom konceptualnom modelu samoefikasnosti. Teorija samoefikasnosti je zasnovana na ideji vаžnosti subjektivnog doživljаjа personalne kompetencije u reаlizаciji različitih ciljevа i zadataka, a ne na realnim znanjima i veštinama. Zagovara recipročni kauzalitet u kome se osoba holistički razmatra kroz dinamičko dejstvo ličnih faktora (kognitivni, emocionalni i biološki), faktora okoline i faktora ponašanja. Razvoj samoefikasnosti snažno determiniše buduće ponašanje osobe u ostvarivanju cilja, jer pokreće akciju, određuje količinu napora koji treba uložiti, istrajnost pri suočavanju s preprekama i rezilijentnost u neželjenim situacijama. Za procenu samoefikasnosti, koriste se mnoge skale (npr. Skala dečje samoefikasnosti, Skala samoefikasnosti roditelja, Skala samoefikasnosti nastavnika i dr.) koje se sastoje od više supskala, a koje u velikoj meri mogu doprineti razumevanju adolescenata, predviđanju njihovog funkcionisanja zavisno od kontekstualne oblasti koja se procenjuje. Ranija istraživanja su potvrdila uticaj samoefikasnosti učenika na njihova akademska postignuća, profesionalne aspiracije i prosocijalno ponašanje. Poslednjih godina sve je više istraživanja koja ispituju ulogu samoefikasnosti kod poremećaja u ponašanju, kao što je vršnjačka agresija, konzumiranje cigareta, narkomanija, preterana upotreba interneta i sl.
Ključne reči: teorija samoefikasnosti, razvoj samoefikasnosti, procena samoefikasnostiReferences
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