The relationships of social-efficacy, social goals, and beliefs about the causes of social success to satisfaction and sociometric status in adolescent peer relations
Abstract
The current study was focused on identifying and describing cognitive dimensions which may underlie individual differences in adolescent peer relations. A group of ninth- and eleventh-grade students (N = 499) completed a set of questionnaires that assessed preferences for different social goals and general beliefs about the causes of social success. The students were also administered a new questionnaire measure designed to assess dimensions of social-efficacy that paralleled the previously identified social goals and beliefs (Jarvinen & Nicholls, 1992). The social goal, belief, and efficacy scales were then related to both self-rated satisfaction and to sociometric indices. Factor analysis of the social-efficacy questionnaire revealed five social-efficacy dimensions. These dimensions reflected feelings of competence at enacting such social behaviors as being sincere, being tough, being entertaining, being responsible, and pretending to care about peers. A second-order factor analysis was conducted which entered the goal, belief, and efficacy scales as factoring variables. Results indicated that goal, belief, and social-efficacy factors were related in logically consistent ways, with separate factors emerging containing intimacy oriented, impact oriented, or manipulative scales. Gender differences were found which indicated females adopted more prosocial and less agentic goals and beliefs, and felt more competent at enacting prosocial types of social behaviors. Females were also more satisfied with their peer relations than were males. Regression results indicated that the goal, belief, and social-efficacy dimensions were highly predictive of level of satisfaction with peer relations for both males and females. Comparisons of goal, belief, and social-efficacy dimensions across sociometric status categories (Coie, Dodge, & Coppotelli, 1982) indicated that controversial students were significantly higher than neglected or average students on the goal of intimacy, and the efficacy dimension of being entertaining. Controversial and popular students were also more satisfied with their peer relations than were neglected students. Overall, results indicate the utility of social goal, belief, and efficacy dimensions in the understanding of adolescent peer relations.
Degree
Ph.D.
Advisors
Linden, Purdue University.
Subject Area
Developmental psychology|Social psychology
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.