The Influence of Gender-Based Relationship Efficacy on Attitudes Toward School
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...
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| Veröffentlicht in: | Merrill-Palmer Quarterly 2017-07, Vol.63 (3), p.396-422 |
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| creator | Field, Ryan D Martin, Carol Lynn Andrews, Naomi C. Z England, Dawn E Zosuls, Kristina M |
| description | 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. |
| doi_str_mv | 10.13110/merrpalmquar1982.63.3.0396 |
| format | Article |
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Z ; England, Dawn E ; Zosuls, Kristina M</creator><creatorcontrib>Field, Ryan D ; Martin, Carol Lynn ; Andrews, Naomi C. Z ; England, Dawn E ; Zosuls, Kristina M</creatorcontrib><description>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). 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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). 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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.</abstract><cop>Detroit</cop><pub>Wayne State University Press</pub><doi>10.13110/merrpalmquar1982.63.3.0396</doi><tpages>27</tpages></addata></record> |
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| identifier | ISSN: 0272-930X |
| ispartof | Merrill-Palmer Quarterly, 2017-07, Vol.63 (3), p.396-422 |
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| source | Education Source; JSTOR |
| subjects | Academic achievement Adolescence Adolescents Attitudes Beliefs Child development Children Children & youth Classroom communication Classroom interaction Classrooms Cognition Community schools Developmental psychology Elementary education Elementary School Students Extracurricular activities Friendship Gender Gender Differences Grade 4 Grade 5 Influence Learner Engagement Longitudinal Studies Middle schools Peer relations Peer Relationship Peer relationships Peers Perceptions Positive Attitudes Questionnaires Regression (Statistics) School Attitudes Social Cognition Social interaction Social psychology Statistical Analysis Student attitudes Student Motivation Students |
| title | The Influence of Gender-Based Relationship Efficacy on Attitudes Toward School |
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