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Relations of Perceived Social Efficacy and Social Goal Pursuit to Self-Efficacy for Academic Work
dc.contributor.authorPatrick, Helenen_US
dc.contributor.authorHicks, Lynleyen_US
dc.contributor.authorRyan, Allison M.en_US
dc.date.accessioned2010-04-13T19:40:33Z
dc.date.available2010-04-13T19:40:33Z
dc.date.issued1997en_US
dc.identifier.citationPatrick, Helen; Hicks, Lynley; Ryan, Allison (1997). "Relations of Perceived Social Efficacy and Social Goal Pursuit to Self-Efficacy for Academic Work." The Journal of Early Adolescence 17(2): 109-128. <http://hdl.handle.net/2027.42/67648>en_US
dc.identifier.issn0272-4316en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/67648
dc.description.abstractSuccessful functioning in a classroom setting requires students to interact effectively and form positive social relationships both with teachers and peers. Self-efficacy for success in schoolwork, therefore, should depend in part on students' perceptions of their social efficacy and on their endorsement of goals to be responsible class members and to form intimate peer relationships. Survey data from 753 fifth-grade students indicated that girls felt more efficacious in their interactions with their teachers and endorsed both responsibility and intimacy goals more strongly than did boys. No gender difference was found for social efficacy with peers. Hierarchical regression analysis indicated that students' perceptions of their social efficacy both with teacher and peers and their endorsement of responsibility goals were related significantly to their academic efficacy after accounting for prior achievement and gender These findings indicated that such social perceptions are important for students'academic progress and that teachers should pay serious attention to students'social relationships in the classroom.en_US
dc.format.extent3108 bytes
dc.format.extent1955606 bytes
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dc.publisherSage Publicationsen_US
dc.titleRelations of Perceived Social Efficacy and Social Goal Pursuit to Self-Efficacy for Academic Worken_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbsecondlevelSocial Worken_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationotherUniversity of Missouri-Kansas Cityen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/67648/2/10.1177_0272431697017002001.pdf
dc.identifier.doi10.1177/0272431697017002001en_US
dc.identifier.sourceThe Journal of Early Adolescenceen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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