@article{ref1,
title="Internalizing and externalizing in adolescence: the roles of academic self-efficacy and gender",
journal="Psychology in the schools",
year="2017",
author="Rocchino, Gabrielle H. and Dever, Bridget V. and Telesford, Alana and Fletcher, Kristen",
volume="54",
number="9",
pages="905-917",
abstract="This study examines academic self-efficacy and gender as predictors of internalizing and externalizing behaviors in adolescence. In addition, the role of gender was considered as a moderator in the relationship between academic self-efficacy and internalizing/externalizing difficulties. Participants were 4,318 predominantly African American, low-income high school students who completed self-report measures on the constructs of interest. Academic self-efficacy and gender were both significant predictors of risk for internalizing problems, whereas only academic self-efficacy predicted risk for externalizing (hyperactivity/distractibility) problems. Gender did not predict externalizing difficulties, nor did gender serve as a moderator in any analysis. Implications include focusing on academic self-efficacy in the development of strategies for prevention and intervention of internalizing and externalizing problems.<p /> <p>Language: en</p>",
language="en",
issn="0033-3085",
doi="10.1002/pits.22045",
url="http://dx.doi.org/10.1002/pits.22045"
}