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Social-emotional context and academic competence

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TitleInfo
Title
Social-emotional context and academic competence
SubTitle
the mediating effect of self-efficacy
Name (type = personal)
NamePart (type = family)
White
NamePart (type = given)
Gwyne W.
NamePart (type = date)
1983-
DisplayForm
Gwyne White
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Elias
NamePart (type = given)
Maurice J
DisplayForm
Maurice J Elias
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Harris
NamePart (type = given)
Sandra L
DisplayForm
Sandra L Harris
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Epstein
NamePart (type = given)
Yakov
DisplayForm
Yakov Epstein
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School - New Brunswick
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2013
DateOther (qualifier = exact); (type = degree)
2013-01
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Within the school setting, it’s critical to understand the social and emotional constructs that may affect youth and their ability to achieve academically. During the adolescent developmental phase, youth experience periods of exploration wherein they actively examine values, beliefs, and goals, and experiment with different social roles, plans, and ideologies. From the interaction between the social climate and an individual’s character values, such as meaning in life, personal virtues and hope, a social-emotional context construct can be posited. Social-emotional context can be understood as the level of an individual’s core identity beliefs in combination with their perceived social environment. The sample analyzed was included 369 participants, 183 Jewish and 186 Arab students. To the first hypothesis, that the disparate elements of school climate, personal virtues, meaning in life and hope would effectively combine into a single construct of social-emotional context the evidence from this study is supportive. A suitably high Cronbach’s alpha was found (α=.88) and this alpha held to acceptable levels across the two distinct subsamples of Jewish and Arab students (α =.78 and .87 respectively). However, the second hypothesis of this study, that the external validation of the social-emotional context construct can be evaluated via a mediation analysis with academic competence and self-efficacy, was not supported. Although social-emotional context had a significant relationship with self-efficacy (r=.56, p<.001) and that this significance held across both the Jewish and Arab subsamples (r=.56 and .52 respectively, p<.001 for both), hierarchical regression found that social-emotional context is not mediated by self-efficacy in either subsamples. This study found that perceptions of school climate, personal virtue, meaning in life and hope can be combined into a valid construct: social-emotional context. And, though the potential to impact academic competence is theoretically supported, further research is needed to evaluate whether this external validation is more than theoretically sound. Cultural issues in this study relating to both the measures and the ratings suggest that this evaluation may best be done in a more homogeneous population linked more closely to the normative samples of the instruments used to more accurately see the potential activation of theory in practice.
Subject (authority = RUETD)
Topic
Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4426
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 61 p. : ill.
Note (type = degree)
M.S.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Gwyne W. White
Subject (authority = ETD-LCSH)
Topic
Academic achievement
Subject (authority = ETD-LCSH)
Topic
Arab students--Psychology
Subject (authority = ETD-LCSH)
Topic
Jewish students--Psychology
Subject (authority = ETD-LCSH)
Topic
Self-efficacy
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000067890
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3V986RB
Genre (authority = ExL-Esploro)
ETD graduate
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
White
GivenName
Gwyne
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-01-07 21:43:44
AssociatedEntity
Name
Gwyne White
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - New Brunswick
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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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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