This research was supported in part by funds provided the T. Denny Sanford School of Social Dynamics at Arizona State University as part of the Lives of Girls and Boys Research Enterprise (http://lives.clas.asu.edu/). The authors express deep gratitude to Diane Ruble for her invaluable insights and comments on earlier drafts of this manuscript. They also thank Erin Pahlke for the data collection of the seventh- and eighth-grade samples in Study 2.
Gender-Based Relationship Efficacy: Children's Self-Perceptions in Intergroup Contexts
Version of Record online: 20 DEC 2013
© 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.
Volume 85, Issue 4, pages 1663–1676, July/August 2014
How to Cite
Zosuls, K. M., Field, R. D., Martin, C. L., Andrews, N. C. Z. and England, D. E. (2014), Gender-Based Relationship Efficacy: Children's Self-Perceptions in Intergroup Contexts. Child Development, 85: 1663–1676. doi: 10.1111/cdev.12209
- Issue online: 14 JUL 2014
- Version of Record online: 20 DEC 2013
- Arizona State University
This research introduces a new construct, gender-based relationship efficacy, which refers to beliefs about one's ability to relate to own- and other-gender peers. Study 1 investigated 204 fourth graders (M age = 9.56) and confirmed that own-gender and other-gender relationship efficacy represent distinguishable aspects of preadolescents' social competency beliefs that are differentially related to outcomes with own- and other-gender peers, including outcome expectancies and friendships with own- and other-gender peers. Study 2 provided further evidence of the distinctiveness of relationship efficacy for own- and other-gender peers among 403 seventh (M age = 12.48) and 453 eighth (M age = 13.50) graders and found gender and age differences. Developmental changes and implications for research on intergroup relationships are discussed.