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The relationship between self-efficacy beliefs and social-emotional competence in at-risk girls
Descriptive
TitleInfo
Title
The relationship between self-efficacy beliefs and social-emotional competence in at-risk girls
Name
(type = personal)
NamePart
(type = family)
Hamed
NamePart
(type = given)
Heather M.
NamePart
(type = date)
1984-
DisplayForm
Heather Hamed
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Elias
NamePart
(type = given)
Maurice
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Maurice Elias
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Oades-Sese
NamePart
(type = given)
Geraldine
DisplayForm
Geraldine Oades-Sese
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = corporate)
NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Applied and Professional Psychology
Role
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(authority = RULIB)
school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2012
DateOther
(qualifier = exact);
(type = degree)
2012-05
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
Little is known about the relationship between self-efficacy beliefs and social-emotional competence in ethnic minority middle school girls. These children face a number of challenges related to their minority status, peer relationships, school transition, and entry into adolescence. School psychologists have attempted to increase the chances of success among this population by trying to build their resilience. Unfortunately, there is little prior research on the relationship between protective factors such as self-efficacy, optimism, social skills, and pro-social classroom behaviors for this unique population. A goal of this study was to generate data that would appropriately inform social and emotional interventions. This study examined the relationship between self-efficacy beliefs and social-emotional competence in 16 at-risk 7th and 8th grade students over the course of one school year. A cross-lagged panel design determined the trajectory of change among self-efficacy beliefs and social-emotional competence variables over time. Crosstab and chi-square analyses examined relationships among variables on an individual level. The strongest relationships were found among the same variables over time, indicating that interventions should focus on a single skill set of concern for the greatest improvement in that skill set over time. Some data suggest a relationship between optimism and social-emotional competence, which would indicate that optimism interventions may be helpful in improving social-emotional competence for this population. Optimism may be necessary but not sufficient for improvement in social-emotional competence. Future research may benefit from examining these relationships across a longer period of time and examining how different cultural variables may impact our understanding of the relationship between self-efficacy beliefs and social-emotional competence.
Subject
(authority = RUETD)
Topic
School Psychology
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_3704
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 65 p. : ill.
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Heather M. Hamed
Subject
(authority = ETD-LCSH)
Topic
Youth with social disabilities--Education
Subject
(authority = ETD-LCSH)
Topic
Middle school students--Psychology
Subject
(authority = ETD-LCSH)
Topic
Minorities--Education
Subject
(authority = ETD-LCSH)
Topic
Girls--Psychology
Subject
(authority = ETD-LCSH)
Topic
Self-efficacy
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001800001.ETD.000065351
RelatedItem
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3BG2MXB
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Hamed
GivenName
Heather
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2011-11-15 21:23:55
AssociatedEntity
Name
Heather Hamed
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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257536
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266240
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