The influence of gender-based relationship efficacy on attitudes toward school

Ryan D. Field; Carol Lynn Martin; Naomi C.Z. Andrews; Dawn E. England; Kristina M. Zosuls

doi:10.13110/merrpalmquar1982.63.3.0396

The influence of gender-based relationship efficacy on attitudes toward school

Ryan D. Field^*, Carol Lynn Martin, Naomi C.Z. Andrews, Dawn E. England, Kristina M. Zosuls

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

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
Pages (from-to)	396-421
Number of pages	26
Journal	Merrill-Palmer Quarterly
Volume	63
Issue number	3
DOIs	https://doi.org/10.13110/merrpalmquar1982.63.3.0396
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: rdfield@asu.edu.

Publisher Copyright:
© 2017 by Wayne State University Press, Detroit, MI 48201.

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Social Sciences (miscellaneous)

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.13110/merrpalmquar1982.63.3.0396

Cite this

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title = "The influence of gender-based relationship efficacy on attitudes toward school",

abstract = "The goal was to assess the role of children{\textquoteright}s social cognitions about peers in attitudes toward school. Because of gender segregation, we differentiated children{\textquoteright}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.",

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The influence of gender-based relationship efficacy on attitudes toward school

Abstract

Bibliographical note

ASJC Scopus subject areas

UN SDGs

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