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Will I succeed in middle school? : a longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement.
Tag	Description
001	$ 78062
013	$aUPS BIBL CENTR 39-C-2582
100	$aMADJAR, N.
245	$aWill I succeed in middle school? :$ba longitudinal analysis of self-efficacy in school transitions in relation to goal structures and engagement.$hParte componente di periodico
300	$app. 680-694
500	$aEstratto da: Educational Psychology 2017, 37, 6
520	$aThe 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.
653	$aRICERCA.
655	$aAPPRENDIMENTO.
655	$aSCUOLA ELEMENTARE.
655	$aDOCENTI.
655	$aSTUDENTI.
655	$aIMPEGNO.
655	$aAUTOEFFICACIA.
655	$aISRAELE.
658	$aPedagogico.
700	$aCHOHAT, R.
740	$aEducational Psychology 2017, 37, 6.
856	$uhttp://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=123602732&lang=it&site=ehost-live