Changes in academic efficacy beliefs in the first year of lower secondary school. Is it related to changes in social and emotional competencies?

During the first year of lower secondary school, the student's academic efficacy beliefs (AEB) could be challenged. Social and emotional competencies (SECs) could support AEB. The primary aim of this longitudinal study was to investigate links between intra-individual changes in the SECs relati...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2022-08, Vol.42 (7), p.838-856
Main Authors: Vestad, Lene, Bru, Edvin, Virtanen, Tuomo E.
Format: Article
Language:English
Subjects:
Academic efficacy beliefs
Attitude Change
Beliefs
Collaboration
collaborative peer relations
Educational psychology
Emotional regulation
Emotional Response
emotional support from teachers
Foreign Countries
Grade 8
Interpersonal Competence
Longitudinal Studies
lower secondary school
Peer Relationship
Secondary School Students
Secondary Schools
Self Efficacy
social and emotional competencies
Social Emotional Learning
Social Support Groups
Teacher Student Relationship
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Summary:During the first year of lower secondary school, the student's academic efficacy beliefs (AEB) could be challenged. Social and emotional competencies (SECs) could support AEB. The primary aim of this longitudinal study was to investigate links between intra-individual changes in the SECs relationship skills, and emotional regulation with AEB among a sample of 1142 students in the first year of lower secondary school. Intra-individual changes in perceived emotional support from teachers and collaboration with peers were included as intermediate variables. A latent change score approach with structural equation modelling (SEM) was applied. A strong positive direct link between changes in emotional regulation and AEB was found, whereas results yielded a more modest link between changes in relationship skills and AEB. Parts of the associations were indirect via emotional support from teachers and collaborative peer relations. Finally, these relations and AEB showed average negative changes during the first year of lower secondary school.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2022.2093333