Internalizing and Externalizing in Adolescence: The Roles of Academic Self-Efficacy and Gender

Autor/inn/en	Rocchino, Gabrielle H.; Dever, Bridget V.; Telesford, Alana; Fletcher, Kristen
Titel	Internalizing and Externalizing in Adolescence: The Roles of Academic Self-Efficacy and Gender
Quelle	In: Psychology in the Schools, 54 (2017) 9, S.905-917 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dever, Bridget V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22045
Schlagwörter	Academic Ability; Self Efficacy; Prevention; Intervention; Behavior Problems; Predictor Variables; Risk; Gender Differences; Role; High School Students; Low Income; Measurement Techniques; Student Attitudes; Hyperactivity; Attention Control; African American Students + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Prävention; Vorbeugung; Prädiktor; Risiko; Geschlechterkonflikt; Rollen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Niedriglohn; Messtechnik; Schülerverhalten; Hyperaktivität; Aufmerksamkeitstest; African Americans; Afroamerikaner
Abstract	This study examines academic self-efficacy and gender as predictors of internalizing and externalizing behaviors in adolescence. In addition, the role of gender was considered as a moderator in the relationship between academic self-efficacy and internalizing/externalizing difficulties. Participants were 4,318 predominantly African American, low-income high school students who completed self-report measures on the constructs of interest. Academic self-efficacy and gender were both significant predictors of risk for internalizing problems, whereas only academic self-efficacy predicted risk for externalizing (hyperactivity/distractibility) problems. Gender did not predict externalizing difficulties, nor did gender serve as a moderator in any analysis. Implications include focusing on academic self-efficacy in the development of strategies for prevention and intervention of internalizing and externalizing problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01