TY  - JOUR
PY  - 2017//
TI  - Internalizing and externalizing in adolescence: the roles of academic self-efficacy and gender
JO  - Psychology in the schools
A1  - Rocchino, Gabrielle H.
A1  - Dever, Bridget V.
A1  - Telesford, Alana
A1  - Fletcher, Kristen
SP  - 905
EP  - 917
VL  - 54
IS  - 9
N2  - 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>
LA  - en
SN  - 0033-3085
UR  - http://dx.doi.org/10.1002/pits.22045
ID  - ref1
ER  -