Abstract:
The purpose of this study was to investigate the role of self-efficacy in promoting the psychosocial well-being of adolescent orphans in selected secondary schools in Botswana. Self-efficacy plays a crucial role in the promotion of psychosocial well-being, although it is largely overlooked in senior secondary schools. Bandura defines self-efficacy as the individual’s belief in their capability to achieve tasks set for them and how people judge themselves against the designated performance levels that may exercise influence over event that affect the individual’s live. The literature reviewed suggests that the level of self-efficacy of an individual can vary based on influences including personal experiences. The literature proposes that psychosocial well-being affects all facets of children’s lives, including their interpersonal relationships and the ability to learn. Globally, psychosocial well-being is described as encompassing quality of life, the emotional, social, and physical dimensions of an individual, which are perceived to be some pivotal components for the survival and development of an individual’s mental health. The dynamic interplay between personal, behavioural and environmental factors may influence human attachment and how humans function. The absence of a secured attachment can potentially lead to the emergence of emotional behaviours, thus proving it difficult for adolescent orphans to resist emerging emotional behaviours.
The study followed a qualitative approach and instrumental case study design within the phenomenological paradigm. Data collection methods included semi-structured interviews, focus group discussions, a reflective journal, and informal observations of participants. The schools were conveniently sampled whilst in-school adolescent orphans were purposively sampled. Thematic content analysis was used to analyse the data. The findings indicate that the understanding and definition of self-efficacy is limited because the construct is under-researched in Botswana. The participants described self-efficacy according to two dimensions, namely: perseverance against life obstacles, and remaining focused in the goals. Additionally, the participants described psychosocial well-being based on the status of the person’s emotional feelings, life with no obstacles, and a supportive environment. The research confirmed that the level of self-efficacy directly impacts the motivation, self-esteem, and academic performance of in-school adolescent orphans. These individuals shared their perspectives on psychosocial well-being across four key dimensions: positive peer and teacher support, non-supportive environment, emotional pain and social disconnection, and helplessness and hopelessness.
Lastly, the study established that self-efficacy has a direct and positive influence on self-confidence, goal-setting, and coping strategies, ultimately contributing to the promotion of psychosocial well-being. Consequently, the study recommends the implementation of relevant
intervention programmes aimed at cultivating self-efficacy to enhance the psychosocial well-being of in-school adolescent orphans. The significance of this study is premised on its potential to make valuable contributions to the literature through acquisition of knowledge, informed literature and policy development
