The relationship between borderline personality features and self-efficacy: the mediating role of school adjustment and the moderating role of social support
Abstract Background Adolescents with low self-efficacy may exhibit borderline personality features. This study aimed to investigate the role of school adjustment and social support in the association between self-efficacy and borderline personality features among adolescents. Methods Questionnaires...
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| Format: | Article |
| Language: | English |
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BMC
2025-01-01
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| Series: | Borderline Personality Disorder and Emotion Dysregulation |
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| Online Access: | https://doi.org/10.1186/s40479-024-00276-x |
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| author | Tengfei Yu Xiaodi Niu Liran Fu Liju Qian |
| author_facet | Tengfei Yu Xiaodi Niu Liran Fu Liju Qian |
| author_sort | Tengfei Yu |
| collection | DOAJ |
| description | Abstract Background Adolescents with low self-efficacy may exhibit borderline personality features. This study aimed to investigate the role of school adjustment and social support in the association between self-efficacy and borderline personality features among adolescents. Methods Questionnaires were distributed to 2369 adolescents to collect data including general demographic characteristics, borderline personality features, social support, school adjustment, and self-efficacy. Results (1) Adolescents' school adjustment and self-efficacy were negatively associated with borderline personality features. (2) The relationship between borderline personality features and self-efficacy was partially mediated by school adjustment. (3) The relationships among borderline personality features, school adjustment, and self-efficacy were moderated by social support. High levels of social support were associated with a stronger negative correlation between borderline personality features and self-efficacy. Conclusions School adjustment is a crucial link between borderline personality features and self-efficacy. Although social support can mitigate this relationship to some extent, adolescents with borderline personality features may still face challenges in developing a strong sense of self-efficacy, even in supportive environments. |
| format | Article |
| id | doaj-art-5478518973114364bed18dff49473e84 |
| institution | Kabale University |
| issn | 2051-6673 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | Borderline Personality Disorder and Emotion Dysregulation |
| spelling | doaj-art-5478518973114364bed18dff49473e842025-01-12T12:08:46ZengBMCBorderline Personality Disorder and Emotion Dysregulation2051-66732025-01-0112111110.1186/s40479-024-00276-xThe relationship between borderline personality features and self-efficacy: the mediating role of school adjustment and the moderating role of social supportTengfei Yu0Xiaodi Niu1Liran Fu2Liju Qian3Department of Children and Adolescent Mental Health, Shandong Daizhuang HospitalDepartment of Children and Adolescent Mental Health, Shandong Daizhuang HospitalDepartment of Children and Adolescent Mental Health, Shandong Daizhuang HospitalDepartment of Children and Adolescent Mental Health, Shandong Daizhuang HospitalAbstract Background Adolescents with low self-efficacy may exhibit borderline personality features. This study aimed to investigate the role of school adjustment and social support in the association between self-efficacy and borderline personality features among adolescents. Methods Questionnaires were distributed to 2369 adolescents to collect data including general demographic characteristics, borderline personality features, social support, school adjustment, and self-efficacy. Results (1) Adolescents' school adjustment and self-efficacy were negatively associated with borderline personality features. (2) The relationship between borderline personality features and self-efficacy was partially mediated by school adjustment. (3) The relationships among borderline personality features, school adjustment, and self-efficacy were moderated by social support. High levels of social support were associated with a stronger negative correlation between borderline personality features and self-efficacy. Conclusions School adjustment is a crucial link between borderline personality features and self-efficacy. Although social support can mitigate this relationship to some extent, adolescents with borderline personality features may still face challenges in developing a strong sense of self-efficacy, even in supportive environments.https://doi.org/10.1186/s40479-024-00276-xAdolescentsSocial supportSchool adjustmentBorderline personalitySelf-efficacy |
| spellingShingle | Tengfei Yu Xiaodi Niu Liran Fu Liju Qian The relationship between borderline personality features and self-efficacy: the mediating role of school adjustment and the moderating role of social support Borderline Personality Disorder and Emotion Dysregulation Adolescents Social support School adjustment Borderline personality Self-efficacy |
| title | The relationship between borderline personality features and self-efficacy: the mediating role of school adjustment and the moderating role of social support |
| title_full | The relationship between borderline personality features and self-efficacy: the mediating role of school adjustment and the moderating role of social support |
| title_fullStr | The relationship between borderline personality features and self-efficacy: the mediating role of school adjustment and the moderating role of social support |
| title_full_unstemmed | The relationship between borderline personality features and self-efficacy: the mediating role of school adjustment and the moderating role of social support |
| title_short | The relationship between borderline personality features and self-efficacy: the mediating role of school adjustment and the moderating role of social support |
| title_sort | relationship between borderline personality features and self efficacy the mediating role of school adjustment and the moderating role of social support |
| topic | Adolescents Social support School adjustment Borderline personality Self-efficacy |
| url | https://doi.org/10.1186/s40479-024-00276-x |
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