The present research aimed to understand the mediating role of self-efficacy in the relationship between social support resources and depressive symptoms in university students in the city of Tehran. The sample consisted of 333 students (162 female and 171 male) of Tehran and Amir Kabir Universities. The instruments were as follows: Beck Depression Inventory (BDI-I), Sherer Self-Efficacy Scale (SES), and The Social Support Appraisals Scale (SS-A). Data was analyzed using pearson correlation and path analyses. A causal model taken from Haslam, Pakenham, and, Smith,s model (2006) was tested in this study. Results showed that the proposed model had sufficient fitness with data of the research. Path analysis showed that self-efficacy and peer support significantly affected depressive symptoms directly. It was found out that family support also had an affect, albeit indirectly. Self-efficacy had the strongest effect on depressive symptoms. Thus Self-efficacy may be considered as an important variable in the etiology of depression. It seems that arly experiences of self-efficacy of students depend heavily on parental and family support and students with high self-efficacy seem to get involve more in social relationships. In addition, students benefit from peers support because they have common experiences and characteristics. Therefore, peer support may be play a role in reducing depression in students. Thus, interventions that help improve self-efficacy and increase social support from peers and the family can decrease and prevent depressive symptoms in university students. Therefore presenting this kind of interventions in the university environment may prove useful and necessary.

Keywords: cognitive-social theory, family support, peer support, mood disorder

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