The Direct and Indirect Effects of Self-Efficacy, Problem-Solving, Assertiveness and Adolescent Mental Health: A Pathway Study
Sonali Sarkar
*
Department of Education, Jadavpur University, Kolkata (W.B.), India.
Haru Roy
Department of Education, Jadavpur University, Kolkata (W.B.), India.
*Author to whom correspondence should be addressed.
Abstract
This pathway research analysed the way assertiveness connects with the self-efficacy of students and problem-solving skills to adolescent mental health outcomes. A method focused on a cross-sectional approach with convenience sampling was used to assess relationships between adolescent problem-solving, self-efficacy, assertiveness, and mental health. In this study, 300 adolescents were administered the Personal Problem-Solving Inventory (PPSI), General Self-Efficacy Scale (GSE), General Health Questionnaire (GHQ-28), and Assertiveness Inventory (AI), with data being collected from 284 participants in various regions in India. Data were entered in Microsoft Excel and analysed using Jamovi (v 2.7.23) and SPSS (v 25). The results showed that students’ self-efficacy, problem-solving, assertive behaviour, and mental health of young age students related directly and indirectly. A mediating role was established for assertiveness in the relationship between self-efficacy, problem-solving, and mental health. These findings support mediating processes in the relationships of assertiveness with self-efficacy, adolescent problem-solving, and the mental health of young people.
Keywords: Problem-solving skill, students' self-efficacy, adolescent students, assertiveness, school-going students