Abstract: The goal was to assess the role of children’s social cognitions about peers in attitudes toward school. Because of gender segregation, we differentiated children’s cognitions about same-gender and other-gender peers. We examined the influence of gender-based relationship efficacy for both own-gender and other-gender peers (GBRE-Own and GBRE-Other) on school-related outcomes while controlling for other peer relationship variables. Students (N = 206, fourth grade) reported on relationship efficacy, peer relationships, and school outcomes in Year 1 and again 1 year later. Results indicated that efficacy beliefs were positively related to school outcomes. Moreover, a developmental pattern emerged: GBRE-Own consistently predicted school outcomes in fourth grade but not fifth, and GBRE-Other consistently predicted school outcomes in fifth grade but not fourth. As interest in other-gender relationships becomes more prominent in late childhood, efficacy about other-gender interactions appears to exert influence in mixed-gender contexts (e.g., classrooms). Implications are discussed for improving peer interactions and school attitudes.

中文翻译：

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基于性别的关系效能对上学态度的影响

摘要：目的是评估儿童对同龄人的社会认知在学校态度中的作用。由于性别隔离，我们区分了孩子对同性和其他性别同伴的认知。我们在控制其他同伴关系变量的同时，研究了基于性别的关系效能对自有性别和其他性别同伴（GBRE-Own和GBRE-Other）对学校相关结果的影响。学生（N = 206，四年级）报告了一年级以及一年后的关系效能，同伴关系和学校成绩。结果表明效能信念与学校成绩成正相关。此外，出现了一种发展模式：GBRE-Own始终预测四年级的学校成绩，但五年级却没有，GBRE-Other始终预测五年级的学校成绩，但并非四年级。随着对其他​​性别关系的兴趣在儿童期末期变得越来越突出，有关其他性别互动的功效似乎在混合性别环境（例如教室）中产生影响。讨论了对改善同伴互动和学校态度的影响。