Association between self-efficacy and anxiety symptoms in adolescents: Secondary analysis of a preventive program
Bibliographic record
Abstract
Anxiety disorders are common among adolescents. To avert long-term adverse consequences, several school-based prevention programs have been created, yet few have explored the influence of emotional and social self-efficacy as a psychosocial competence on anxiety symptoms. In the context of the implementation of a school-situated anxiety prevention program named HORS-PISTE, the present study examines descriptions of anxiety symptoms associated with social anxiety, generalized anxiety, separation anxiety and panic anxiety, and two domains of self-efficacy (social and emotional), as well as an exploration of the association between these two elements, and the predictive effect of self-efficacy on anxiety symptoms. The present study included 1705 adolescents from 15 different schools in 4 different regions of Québec, Canada. Participants completed questionnaires assessing their anxiety symptoms and self-efficacy levels before and after completing the HORS-PISTE program. Our findings suggest that: emotional/social self-efficacy and anxiety symptoms differ according to certain characteristics in adolescents; self-efficacy and anxiety symptoms present a strong association in the context of the implementation of a school-based anxiety prevention program; self-efficacy has a predictive effect on anxiety symptoms; and self-efficacy presents a moderate interaction effect on anxiety symptoms change over time.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".