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Mechanisms of Moral Disengagement in the Exercise of Moral Agency
This research examined the role of mechanisms of moral disengagement in the exercise of moral agency. Regulatory self-sanctions can be selectively disengaged from detrimental conduct by converting
Self-efficacy beliefs as shapers of children's aspirations and career trajectories.
A structural model of the network of sociocognitive influences that shape children's career aspirations and trajectories is tested andalyses of gender differences reveal that perceived occupational self-efficacy predicts traditionality of career choice.
Multifaceted impact of self-efficacy beliefs on academic functioning.
Parents' sense of academic efficacy and aspirations for their children were linked to their children's scholastic achievement through their perceived academic capabilities and aspirations and the full set of self-efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement.
Role of affective self-regulatory efficacy in diverse spheres of psychosocial functioning.
Perceived empathic self-efficacy functioned as a generalized contributor to psychosocial functioning and was accompanied by prosocial behavior and low involvement in delinquency but increased vulnerability to depression in adolescent females.
Self-efficacy pathways to childhood depression.
Perceived social and academic inefficacy contributed to concurrent and subsequent depression both directly and through their impact on academic achievement, prosocialness, and problem behaviors.
Physical discipline and children's adjustment: cultural normativeness as a moderator.
Interviews were conducted with mother-child dyads in China, India, Italy, Kenya, the Philippines, and Thailand to examine whether normativeness of physical discipline moderates the link between mothers' use of physical Discipline and children's adjustment.
Prosocial Foundations of Children's Academic Achievement
Significant contributions of early prosocial behavior to children's developmental trajectories in academic and social domains and possible mediating processes by which prosocialness may affect academic achievement and other socially desirable developmental outcomes are proposed.
Sociocognitive self-regulatory mechanisms governing transgressive behavior.
Perceived academic and self-regulatory efficacy concurrently and longitudinally deterred transgressiveness both directly and by fostering prosocialness and adherence to moral self-sanctions for harmful conduct.
Assessing regulatory emotional self-efficacy in three countries.
The Regulatory Emotional Self-Efficacy (RESE) scale was developed to assess perceived self-efficacy in managing negative (NEG) and in expressing positive (POS) affect (G. V. Caprara & M. Gerbino,