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.
Original language | English |
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Pages (from-to) | 396-421 |
Number of pages | 26 |
Journal | Merrill-Palmer Quarterly |
Volume | 63 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2017 |
Bibliographical note
Funding Information:Ryan D. Field, Carol Lynn Martin, Naomi C. Z. Andrews, Dawn E. England, and Kristina M. Zosuls, T. Denny Sanford School of Social and Family Dynamics. The project is funded by Arizona State University and the School of Social and Family Dynamics as part of the Lives of Girls and Boys Enterprise. Address correspondence to Ryan D. Field, T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, AZ 85281. Phone: (480) 727-3117. Fax: (480) 965-6779. E-mail: [email protected].
Publisher Copyright:
© 2017 by Wayne State University Press, Detroit, MI 48201.
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Social Sciences (miscellaneous)