Ricerc@Sapienza

Self-Efficacy beliefs in self-regulated learning have been considered one of the most important non intellective factors sustaining students' motivation and persistence. SE-SRL reflects perceived capacities in self-monitoring, in using cognitive and metacognitive guides, in setting goals and using self-motivational strategies for learning. Middle school years may be a critical period for adolescents¿ self-regulatory capabilities in learning activities, because they may be taxed by the increased autonomy that adolescents have. At now, research on the predictors of SESRL is limited, and knowledge on the role of peer relations in sustaining students¿ self-efficacy beliefs is scarce.
The present study is aimed to examine the predictive role of peer social acceptance and prosocial behavior (as perceived by peers) on SESRL during the early years of middle school. We aim to disentangle the unique role of early adolescents¿ peer social acceptance and prosocial behavior (as reported by peers at 6th grade) in predicting SESRL one year later ( at 7th grade), after controlling for academic grades , socio-structural variables SES and gender, and some personality traits (agreeableness, conscientiousness and openness).
About 350 adolescents will be enrolled. Data will be collected at 6th grade and one year later, at 7th grade, at school from students (self-report) and from peers)
In our study we will try to clarify the role of distinct facet of peer relations in contributing to students¿perceived capabilities in academic domain. We will also test if social acceptance will mediate the relation between prosocial behavior and self-efficacy beliefs. The present proposal is relevant, because it is important to identify malleable factors that sustain academic success. Findings obtained from the present proposal could have useful practical implications, given the existence of evidence-based school interventions aimed to promote positive peer relations and prosocial behavior.