An Exploratory Study on the Social Cognitions of High School Freshmen Students’ Social Skills, Peer Popularity and School Self-Efficacy

Lorber, Benjamin; Tan, Kevin; Kim, Shongha

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https://hdl.handle.net/2142/113542 Copy

Description

Title

An Exploratory Study on the Social Cognitions of High School Freshmen Students’ Social Skills, Peer Popularity and School Self-Efficacy

Author(s)

• Lorber, Benjamin
• Tan, Kevin
• Kim, Shongha

Issue Date

2019

Keyword(s)

• High School
• High School Freshman
• Social Skills
• Peer Popularity
• School Self-Efficacy
• Social Cognition

Date of Ingest

2022-03-15T18:48:01Z

Abstract

The developmental period of the high school years is characterized by the eminence of social cognitions in driving behaviors. Students’ beliefs about their social skills, peer popularity, and school efficacy (one’s self-confidence in school) are critical in promoting educational success. This study is informed by social cognitive theory, which highlights the way individuals learn behaviors through observing others in their social contexts. The study explores the social cognitions of a cohort of 9th grade students (n=218) in a semi-urban high school in Central Illinois. Data was collected and compared at two time points in 9th grade: semester 1 and 2. Preliminary findings revealed social skills beliefs are not significantly correlated with school self -efficacy or peer popularity at semester 1. However, at semester 2, social skills mindsets are positively correlated with school self- efficacy (r = 0.421, p ≤ 0. 001) and peer popularity (r = 0.225, p ≤ 0.001). Findings suggest students’ beliefs in the importance of their social skills is not significant for the beginning transition into high school. However, toward the end of their freshmen year, students become aware of the importance of their social skills in increasing their beliefs about peer popularity and school self-efficacy.

Publisher

University of Illinois School of Social Work

Type of Resource

text

Genre of Resource

conference poster

Language

en

Permalink

http://hdl.handle.net/2142/113542

Copyright and License Information

Copyright 2019 Benjamin Lorber, Kevin Tan, and Shongha Kim

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