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In a large, ethnically diverse sample of college-attending emerging adults (N = 693; ages 18–29), the current study examines associations between self-efficacy and individual adjustment (academic satisfaction, depressive symptoms, subjective physical health, and loneliness), directly and indirectly through perceived stress. Moderated mediation effects by sex, ethnicity, school year, and first-generation status were also explored. Using PROCESS, results show that self-efficacy was directly related to adjustment, and indirectly related through lower stress. Sex moderated the associations between self-efficacy and stress as well as stress and depressive symptoms; the relations were stronger in women. School year moderated how stress was associated with academic satisfaction in that the negative association was not found among the fourth-year students, but in all other peers. First-generation status moderated the negative association of self-efficacy and stress, with it being greater for first-generation college students compared to their peers. In addition, self-efficacy was positively related to academic satisfaction for first-generation students, but no relation was found for other students.
Madson et al. (Wed,) studied this question.