Mutual Perceptions of Self-Efficacy in Child-Parent-Counselor Triads: A Longitudinal Study
The transition to middle school entails substantial emotional, social, and cognitive changes, which can be particularly challenging for children with special needs. For these students, placement in a supportive educational environment is crucial for promoting successful adjustment. According to Bandura's social-cognitive theory, self-efficacy—defined as one's belief in the ability to organize and execute actions required to achieve desired goals—plays a central role in managing new tasks and challenges. Prior research has shown that students' self-efficacy predicts school adjustment following the transition to middle school. Parents and school staff serve as major sources of support during this process, with the quality of collaboration influenced by their mutual perceptions.
The present study aims to extend the theoretical framework linking self-efficacy and adjustment among children with special needs by examining the triadic relationship between the child, parents, and school counselor. It highlights the importance of collaborative processes within this triad for promoting adaptive adjustment to middle school.
A mixed-method, longitudinal design was employed, combining quantitative and qualitative approaches. The quantitative sample included 210 child-parent dyads and 88 school counselors, all of whom completed validated self-efficacy scales. In addition, nine child-parent-counselor triads were recruited for semi-structured interviews at two timepoints: at the end of elementary school and again midway through the first year of middle school (an interval of 8-10 months).
Although data collection is ongoing, preliminary findings indicate a strong correlation between parental self-efficacy and children's social self-efficacy and mental well-being. Interaction analyses revealed that higher social self-efficacy attenuates the impact of lower academic self-efficacy, suggesting a protective role of social self-efficacy. Thematic analysis of interviews further illuminated parents' contributions to supporting an adaptive transition, particularly through proactive and collaborative strategies with schools, which children perceived as leading to positive outcomes.