Личностный потенциал. Структура и диагностика - Коллектив авторов
Шрифт:
Интервал:
Закладка:
Стеценко А.П., Литтл Т., Оттинген Г., Балтес П. Развитие представлений детей о школьной деятельности: кросс-культурное исследование // Вопр. психол. 1997. № 6. С. 3—23.
Artistico D., Cervone D., Pezutti L. Perceived self-efficacy and everyday problem solving among young and older adults // Psychology and Aging. 2003. № 18. P. 68–79.
Bandura A. Self-efficacy: Toward a unifying theory of behavior change // Psychological Review. 1977. № 84. P. 191–215.
Bandura A. The social foundations of thought and action: A social cognitive theory. Englewood Cliffs (NJ): Prentice Hall, 1986.
Bandura A. Human Agency in Social Cognitive Theory // American Psychologist. 1989. Vol. 44. № 9. P. 1175–1184.
Bandura A. Multidimensional scales of perceived self-efficacy. Stanford (CA): Stanford University, 1990.
Bandura A. Perceived Self-Efficacy in Cognitive Development and Functioning // Educational Psychologist. 1993. Vol. 28 (2). P. 117–148.
Bandura A. Exercise of personal and collective efficacy in changing societies // Self-efficacy in changing societies / A. Bandura (Ed.). Cambridge: University Press, 1995. P. 1—45.
Bandura A. Self-efficacy. The exercise of control. N.Y.: Freeman and Co., 1997.
Bandura A. Guide for constructing self-efficacy scales (Revised). Available from Frank Pajares. Emory University, 2001.
Bandura A., Schunk D.H. Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation // Journal of Personality and Social Psychology. 1981. № 41. P. 586–598.
Bandura A., Taylor C.B., Williams S.L., Mefford I.N., Barchas J. Catecholamine secretion as a function of perceived coping self-efficacy // Journal of Consulting and Clinical Psychology. 1985. № 53. P. 406–414.
Bandura A., Barbanelli C., Caprara G.V., Pastorelli C. Multifaceted impact of Self-efficacy beliefs on academic functioning // Child Development. 1996. Vol. 67. P. 1206–1222.
Bandura A., Pastorelli C., Barbanelli C., Caprara G.V. Self-efficacy pathways to Childhood depression // Journal of Personality and Social Psychology. 1999. Vol. 76. № 2. P. 258–269.
Baumeister R.F., Scher S.J. Self-defeating patterns among normal individuals: Review and analysis of common self-destructive tendencies // Psychological Bulletin. 1988. № 104. P. 3—22.
Berry J.M., West R.L., Dennehey D. Reliability and validity of the memory self-efficacy questionnaire // Developmental Psychology. 1989. Vol. 25. P. 701–713.
Bouffard-Bouchard T. Influence of self-efficacy on Performance in a cognitive task // Journal of Social Psychology. 1990. Vol. 130. P. 353–363.
Caprara G.V., Steca P. Affective and social self-regulatory efficacy beliefs as determinants of positive thinking and happiness // European Psychologist. 2005. Vol. 10 (4). P. 275–286.
Cervone D. The role of self-referent cognitions in goal-setting, motivation, and performance // Cognitive science foundations of instruction / M. Rabinowitz (Ed.). Hillsdale (NJ): Lawrence Erlbaum Associates, 1993. P. 57–96.
Cervone D., Peake P.K. Anchoring, efficacy, and action: The influence of judgmental heuristics on self-efficacy judgments and behavior // Journal of Personality and Social Psychology. 1986. Vol. 50. P. 492–501.
Chemers M.M., Li-tze H., Garcia B.F. Academic Self-efficacy and first-year college student performance and adjustment // Journal of Educational Psychology. 2001. Vol. 93. № 1. P. 55–64.
Cutrona C.E., Troutman B.R. Social support, infant temperament, and parenting self-efficacy; A mediational model of post-partum depression // Child Development. 1986. Vol. 57. P. 1507–1518.
Eisenberg N., Martin C.L., Fabes R.A. Gender development and gender effects // Handbook of educational psychology / D.C. Berliner, R.C. Calfee (Eds.). N.Y.: Macmillan, 1996. P. 358–396.
Hackett G., Betz N. Self-efficacy and career choice and development // Self-efficacy, adaptation and adjustment: Theory, research, and application / J.E. Maddux (Ed.). N.Y.: Plenum Press, 1995. P. 249–280.
Halish F., Geppert U. Self-efficacy, coping strategies, and personal goals as determinants of subjective well-being in old age // Paper presented at the 8th Workshop on achievement and Task motivation. Moscow, 2002.
Holahan C.K., Holahan C.J. Self-efficacy, social support, and depression in aging: A longitudinal analysis // Journal of Gerontology. 1987. Vol. 42. P. 65–68.
Holden G. The relationship of self-efficacy appraisals to subsequent health related outcomes: A meta-analysis // Social Work and Health Care. 1991. Vol. 16. P. 53–93.
Judge T.A., Jackson C., Shaw J.C., Scott B.A., Rich B.L . Self-efficacy and work-related performance: The integral role of individual differences // Journal of Applied Psychology. 2007. Vol. 92. № 1. P. 107–127.
Lent R.W., Brown S.D., Larkin K.S. Relation of self-efficacy expectations to academic achievement and persistence // Journal of Counseling Psychology. 1984. Vol. 31. P. 356–362.
Linnerbrink E.A., Pintrich P.R. Motivation as an enabler for academic success // School Psychology Review. 2002. Vol. 31. № 3. P. 313–327.
Linnenbrink E.A., Pintrich P.R. The role of self-efficacy beliefs in student engagement and learning in the classroom // Reading and Writing Quarterly. 2003. Vol. 19. P. 119–137.
Locke E.A., Latham G.P. A theory of goal setting and task performance. Englewood Cliffs (NJ): Prentice-Hall, 1990.
Meece J.L., Courtney D.P. Gender differences in students’ perceptions: Consequences for achievement-related choices // Student perceptions in the classroom / D.H. Schunk, J.L. Meece (Eds.). Hillsdale (NJ): Erlbaum, 1992. P. 209–228.
Midgley С., Feldlaufer H., Eccles J . Change in teacher efficacy and students self– and task-related beliefs in mathematics during the transition to junior high school // Journal of Educational Psychology. 1989. Vol. 81. P. 247–258.
Moritz S.E., Feltz D.L., Kyle R.F., Mack D.E. The relation of self-efficacy measures to sport performance: A meta-analytic review // Research Quarterly for Exercise and Sport. 2000. Vol. 71. P. 280–294.
Multon K.D., Brown S.D., Lent R. Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation // Journal of Counseling psychology. 1991. Vol. 38. № 1. P. 30–38.
O’Leary A. Self-efficacy and health: Behavioral and stress-physiological mediation // Cognitive Therapy and Research. 1992. Vol. 16. P. 229–245.
Pajares F. Self-efficacy beliefs in academic settings // Review of Educational Research. 1996. Vol. 66 (4). P. 543–578.
Pajeres F., Kranzler J. Self-efficacy beliefs and general mental ability in mathematical problem-solving // Contemporary Educational Psychology. 1995. Vol. 20. P. 426–443.
Pajares F., Miller D. The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis // Journal of Educational Psychology. 1994. Vol. 86. P. 193–203.
Pajares F., Miller D., Johnson M.J. Gender differences in writing self-beliefs of elementary school students // Journal of Educational Psychology. 1999. Vol. 91. № 1. P. 50–61.
Pajeres F., Schunk D.H. Self-beliefs and school success: Self-efficacy, self-concept, and school achievement // Perception / R. Riding, S. Raynor (Eds.). L.: Ablex Publishing, 2001. P. 239–266.
Pajeres F., Valiante G. Grade level and gender differences in the writing self-beliefs of middle school students // Contemporary Educational Psychology. 1999. Vol. 24. P. 390–405.
Pajeres F., Valiante G. Gender differences in writing motivation and achievement in middle school students: A function of gender orientation? // Contemporary Educational Psychology. 2001. Vol. 20. P. 366–381.
Pastorelli C., Caprara G.V., Barbanelli C., Rola J., Rozsa S., Bandura A. The Structure of Children’s perceived Self-efficacy: A Cross-National study // European Journal of Psychological Assessment. 2001. Vol. 17. № 2. P. 87–97.
Phillips D.A., Zimmerman M. The developmental course of perceived competence and incompetence among competent children // Competence Considered / R. Sternberg, J. Kolligian (Eds.). New Haven: Yale University Press, 1990. P. 41–66.
Pietsch J., Walker R., Chapman E. The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school // Journal of Educational Psychology. 2003. Vol. 95. № 3. P. 589–603.
Robbins S.B., Lauver K., Le H., Davis D., Langley R., Carlstrom A. Do psychosocial and study skill factors predict college outcomes? A meta-analysis // Psychological Bulletin. 2004. Vol. 130. № 2. P. 261–288.
Schunk D.H. Modeling and attributional feedback effects on children’s achievement: A self-efficacy analysis // Journal of Educational Psychology. 1981. Vol. 74. P. 93—105.
Schunk D.H. Developing children’s self-efficacy and skills: The role of social comparative information and goal setting // Contemporary Educational Psychology. 1983 a . Vol. 8. P. 76–86.
Schunk D.H. Progress self-monitoring: Effects on children’s self-efficacy and achievement // Journal of Experimental Education. 1983 b . Vol. 51. P. 89–93.
Schunk D.H. Sequential attributional feedback and children’s achievement behaviors // Journal of Educational Psychology. 1984. Vol. 76. P. 1159–1169.
Schunk D.H. Self-efficacy and classroom learning // Psychology in the Schools. 1985. Vol. 22. P. 208–223.
Sсhunk D.H. Self-Efficacy and Academic Motivation // Educational Psychologist. 1991. Vol. 26 (3 & 4). P. 207–231.
Schunk D.H., Hanson A.R., Cox P.D. Peer model attributes and children’s achievement behaviors // Journal of Educational Psychology. 1987. Vol. 79. P. 54–61.
Schunk D.H., Miller S . Self-efficacy and adolescents’ motivation // Academic motivation of adolescents / F. Pajares, T. Urdan (Eds.). Greenwich (CT): Information Age Publishing, 2002. Vol. II. P. 29–52.
Schunk D.H., Pajares F. The development of academic self-efficacy // Development of achievement motivation / A. Wigfield, J.S. Eccles (Eds.). San Diego (CA): Academic Press, 2002. P. 15–31.
Schwarzer R. (Ed.). Self-efficacy: Thought control of action. Washington (DC): Hemisphere, 1992.
Schwarzer R., Fuchs R. Changing risk behaviors and adopting health behaviors: The role of self-efficacy beliefs // Self-efficacy in changing societies / A. Bandura (Ed.). Cambridge: University Press, 1995. P. 259–288.
Smith R.E. Effects of coping skill training on generalized self-efficacy and locus of control // Journal of Personality and Social Psychology. 1989. Vol. 56. P. 228–233.
Stajkovic A.D., Luthans F. Self-efficacy and work-related performance: A meta-analysis // Psychological Bulletin. 1998. Vol. 124. № 2. P. 240–261.
Stetsenko A., Little T.D., Gordeeva T., Grasshof M., Oettingen G. Gender effects in children’s beliefs about school performance: A cross-cultural study // Child Development. 2000. Vol. 71. № 2. P. 517–527.
Zimmerman B.J. A social cognitive view of self-regulated academic learning / Journal of Educational Psychology. 1989. V. 81. P. 329–339.
Zimmerman B.J. Self-efficacy and educational development // Self-efficacy in changing societies / Bandura A. (Ed.). Cambridge: University Press, 1995. P. 202–231.
Zimmerman B.J., Bandura A., Martinez-Pons M. Self-motivation for academia attainment: The role of self-efficacy beliefs and personal goal-setting // American Educational Research Journal. 1992. Vol. 29. P. 663–676.
Zimmerman B.J., Ringle J. Effects of model persistence and statements of confidence on children’s self-efficacy and problem solving // Journal of Educational Psychology. 1981. Vol. 73. P. 485–493.
Wiedenfeld S.A., Bandura A., Levine S., O’Leary S., Brown S., Raska K. Impact of perceived self-efficacy in coping with stressors in components of the immune system // Journal of Personality and Social Psychology. 1990. Vol. 59. P. 1082–1094.
Williams S.L. Guided mastery treatment of agoraphobia: Beyond stimulus exposure // Progress in Behavior Modification / M. Hersen, R.M. Eisler, P.M. Miller (Eds.). Newbury Park (CA): Sage, 1990. Vol. 26. P. 89—121.
Williams S.L. Self-efficacy, anxiety, and phobic disorders // Self-efficacy, adaptation, and adjustment: Theory, research, and application / L.E. Maddux (Ed.). N.Y.: Plenum, 1995. P. 69—107.
Wood R.E., Bandura A. Social cognitive theory of organizational management // Academy of Management Review. 1989. Vol. 14. P. 361–384.Копинг-стратегии в структуре личностного потенциала [7] Рассказова Е.И., Гордеева Т.О.
Общее представление о копинг-стратегиях
Копинг-стратегии – широкое понятие с длинной и сложной историей ( Compas, Banez, Malcarne et al., 2001; Folkman, Moscowitz , 2004). Понятие копингов впервые было введено Р. Лазарусом и С. Фолкман в рамках транзактной модели стресса. Согласно этой модели, стресс и переживаемые эмоции являются результатом взаимодействия средовых процессов и человека. Относительный смысл эмоции (угроза, потеря, брошенный вызов, выгода) зависит как от контекста, так и от оценки ситуации человеком, и от взаимодействия этих двух факторов – так называемого «потока действий и реакций» ( Lazarus , 2006; Folkman, Schaefer, Lazarus , 1979). Под копингом понимаются «постоянно изменяющиеся когнитивные и поведенческие способы преодоления специфических внешних и внутренних требований, которые оцениваются человеком как значительные или превосходящие его возможности» ( Lazarus, Folkman , 1984, p. 141).