TY - JOUR
T1 - Academic self-efficacy as a resilience factor among adjudicated girls
AU - Amitay, Gila
AU - Gumpel, Thomas
N1 - Publisher Copyright:
© 2013 © 2013 Taylor & Francis.
PY - 2015/4/3
Y1 - 2015/4/3
N2 - This study focuses on understanding learning disabilities (LDs) as a non-specific risk factor for delinquency among adolescent at-risk girls and investigates academic, social and emotional self-efficacy of adolescent girls with and without LDs in three educational settings: youth protection authority facilities (YPA), special education (SE) and general education (GE). In addition to self-efficacy variables, the study also gathered emotional-behavioural data. The sample included 46 girls adjudicated in YPA facilities, 31 with LDs, and 15 without LDs, 7 girls placed in SE settings due to their LDs, 23 girls attending GE settings, 14 with LDs, and 9 without LDs. Non-parametric analysis indicated that GE girls without LDs had the highest general and academic self-efficacy beliefs compared to all other research groups. YPA girls with LDs had the lowest general self-efficacy beliefs among research groups, and SE girls had the lowest academic self-efficacy. Regression analyses indicated LDs as main effect variable predicting all types of self-efficacy, except emotional self-efficacy beliefs. SES, institution type and anxiety were also frequent variables predicting variations in self-efficacy beliefs. Reasonable academic self-efficacy beliefs found among adjudicated girls with LDs can indicate academic self-efficacy as an achievable resilience factor, especially when working with at-risk girls suffering LDs.
AB - This study focuses on understanding learning disabilities (LDs) as a non-specific risk factor for delinquency among adolescent at-risk girls and investigates academic, social and emotional self-efficacy of adolescent girls with and without LDs in three educational settings: youth protection authority facilities (YPA), special education (SE) and general education (GE). In addition to self-efficacy variables, the study also gathered emotional-behavioural data. The sample included 46 girls adjudicated in YPA facilities, 31 with LDs, and 15 without LDs, 7 girls placed in SE settings due to their LDs, 23 girls attending GE settings, 14 with LDs, and 9 without LDs. Non-parametric analysis indicated that GE girls without LDs had the highest general and academic self-efficacy beliefs compared to all other research groups. YPA girls with LDs had the lowest general self-efficacy beliefs among research groups, and SE girls had the lowest academic self-efficacy. Regression analyses indicated LDs as main effect variable predicting all types of self-efficacy, except emotional self-efficacy beliefs. SES, institution type and anxiety were also frequent variables predicting variations in self-efficacy beliefs. Reasonable academic self-efficacy beliefs found among adjudicated girls with LDs can indicate academic self-efficacy as an achievable resilience factor, especially when working with at-risk girls suffering LDs.
KW - Gender
KW - Learning disabilities
KW - Self efficacy
UR - http://www.scopus.com/inward/record.url?scp=84961315020&partnerID=8YFLogxK
U2 - 10.1080/02673843.2013.785437
DO - 10.1080/02673843.2013.785437
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AN - SCOPUS:84961315020
SN - 0267-3843
VL - 20
SP - 202
EP - 227
JO - International Journal of Adolescence and Youth
JF - International Journal of Adolescence and Youth
IS - 2
ER -