Relations Among Classroom Support, Academic Self-Efficacy, and Perceived Stress During Early Adolescence

viii Chapter I: Introduction 1 Statement of the Problem 1 Theoretical Frameworks 1 Stage-environment fit 1 Social cognitive theory 2 Transactional approach 3 Definition of Key Terms 3 Classroom support 3 Academic self-efficacy 4 Perceived stress 5 Purpose of the Current Study 5 Research questions 6 Implications of findings for school psychologists 7 Contributions to the literature 8 Limitations of the Current Study 8 Significance of the Current Study 9 Chapter II: Review of the Literature 10 Developmental and School Structural Changes during Early Adolescence 10 Social cognitive development 11 Social relationships 12 Middle school transition 12 Academic motivation 13 Teacher and Classmate Social Support 14 Multidimensional social support 14 Perceived versus received social support 15 Social support and implications for academic adjustment 16 Social support and implications for mental health 18 Classroom support and group differences 24 Summary of perceived support 24 Self-Efficacy during Early Adolescence 25