The Influence of Gender-Based Relationship Efficacy on Attitudes toward School

Autor/inn/en	Field, Ryan D.; Martin, Carol Lynn; Andrews, Naomi C. Z.; England, Dawn E.; Zosuls, Kristina M.
Titel	The Influence of Gender-Based Relationship Efficacy on Attitudes toward School
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 63 (2017) 3, S.396-422, Artikel 4 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	School Attitudes; Social Cognition; Gender Differences; Peer Relationship; Grade 4; Grade 5; Elementary School Students; Positive Attitudes; Longitudinal Studies; Friendship; Student Motivation; Learner Engagement; Regression (Statistics); Statistical Analysis; Questionnaires + Suchen Sie Ihr Suchwort? Soziale Kognition; Geschlechterkonflikt; Peer-Beziehungen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Freundschaft; Schulische Motivation; Regression; Regressionsanalyse; Statistische Analyse; Fragebogen
Abstract	The goal was to assess the role of children's social cognitions about peers in attitudes toward school. Because of gender segregation, we differentiated children's cognitions about same-gender and other-gender peers. We examined the influence of gender-based relationship efficacy for both own-gender and other-gender peers (GBRE-Own and GBRE-Other) on school-related outcomes while controlling for other peer relationship variables. Students (N = 206, fourth grade) reported on relationship efficacy, peer relationships, and school outcomes in Year 1 and again 1 year later. Results indicated that efficacy beliefs were positively related to school outcomes. Moreover, a developmental pattern emerged: GBRE-Own consistently predicted school outcomes in fourth grade but not fifth, and GBRE-Other consistently predicted school outcomes in fifth grade but not fourth. As interest in other-gender relationships becomes more prominent in late childhood, efficacy about other-gender interactions appears to exert influence in mixed-gender contexts (e.g., classrooms). Implications are discussed for improving peer interactions and school attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01