The relationship between self-efficacy beliefs and social-emotional competence in at-risk girls

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.Psy. D.Includes bibliographical referencesby Heather M. Hame