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Children's social goals and self-efficacy perceptions as influences on their responses to ambiguous provocation

Publication ,  Journal Article
Erdley, CA; Asher, SR
Published in: Child Development
1996

This study examined whether children who vary in their behavioral responses (aggression vs. withdrawal vs. problem solving) to ambiguous provocation but who are similar in their attributional processes differ in their social goals and self-efficacy perceptions. In response to 10 hypothetical situations involving ambiguous provocation, fourth- and fifth-grade students (n = 781) indicated whether or not the protagonist intended to cause the harm and reported how they would respond to the protagonist's action. Newly developed measures assessed children's situated social goals and self-efficacy perceptions. Results indicated that the aggressive, withdrawn, and problem-solving responders differed in their social goals and self-efficacy perceptions. The strength of the findings, compared to earlier work on children's goals and self-efficacy perceptions, suggests the importance of a situated social-cognitive assessment in which children's thoughts are measured in a specific kind of social situation and are related to their reported behavior in the same type of situation.

Duke Scholars

Published In

Child Development

Publication Date

1996

Volume

67

Start / End Page

1329 / 1344

Related Subject Headings

  • Students
  • Self-Assessment
  • Schools
  • Male
  • Humans
  • Goals
  • Female
  • Developmental & Child Psychology
  • Child Behavior
  • Child
 

Citation

APA
Chicago
ICMJE
MLA
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Erdley, C. A., & Asher, S. R. (1996). Children's social goals and self-efficacy perceptions as influences on their responses to ambiguous provocation. Child Development, 67, 1329–1344.
Erdley, C. A., and S. R. Asher. “Children's social goals and self-efficacy perceptions as influences on their responses to ambiguous provocation.” Child Development 67 (1996): 1329–44.
Erdley, C. A., and S. R. Asher. “Children's social goals and self-efficacy perceptions as influences on their responses to ambiguous provocation.” Child Development, vol. 67, 1996, pp. 1329–44.

Published In

Child Development

Publication Date

1996

Volume

67

Start / End Page

1329 / 1344

Related Subject Headings

  • Students
  • Self-Assessment
  • Schools
  • Male
  • Humans
  • Goals
  • Female
  • Developmental & Child Psychology
  • Child Behavior
  • Child