Will I Succeed in Middle School? A Longitudinal Analysis of Self-Efficacy in School Transitions in Relation to Goal Structures and Engagement

Autor/inn/en	Madjar, Nir; Chohat, Ronny
Titel	Will I Succeed in Middle School? A Longitudinal Analysis of Self-Efficacy in School Transitions in Relation to Goal Structures and Engagement
Quelle	In: Educational Psychology, 37 (2017) 6, S.680-694 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2016.1179265
Schlagwörter	Middle School Students; Academic Achievement; Academic Ability; Self Concept; Goal Orientation; Grade Point Average; Self Efficacy; Prediction; Structural Equation Models; Student Attitudes; Mastery Learning; Grade 6; Path Analysis; Gender Differences; Teacher Student Relationship; Social Cognition; Sex Role; Developmental Tasks; Foreign Countries; Surveys; Factor Analysis; Statistical Analysis; Israel; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Selbstkonzept; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Vorhersage; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; Pfadanalyse; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziale Kognition; Geschlechterrolle; Entwicklungsaufgabe; Ausland; Survey; Umfrage; Befragung; Faktorenanalyse; Statistische Analyse
Abstract	The current study aimed to explore the concept of transition self-efficacy, which is defined as individuals' subjective evaluation of their ability to execute the actions required for a successful transition from elementary to middle school. The study followed a sample of 128 sixth-grade students for 2 consecutive years (before and after the school transition). A path analysis based on structural equation modelling revealed that the students' perceptions of the teachers' emphasis on mastery goal orientations predicted academic and social aspects of self-efficacy. The social aspect of self-efficacy in turn predicted changes in the students' emotional and behavioural engagement after the transition. The results were robust when we controlled for self-reported GPA and gender. An interaction between gender and aspects of self-efficacy was also observed. The findings emphasise the importance of transition self-efficacy for adaptive school transitions and provide evidence that teachers' goal emphases play a significant role in promoting self-efficacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01