RUNNING HEAD: SOCIAL BEHAVIORS AND SELF-EFFICACY

Social Behaviors and Self-Efficacy

Signature Assignment
Vanessa Rios and Kevin Salazar
Course # 79591
PPE 310: Health Literacy for Schools
Instructor Lacey Merritt

Introduction

SOCIAL BEHAVIORS AND SELF EFFICACY

Who in middle school didnt feel self-conscious? Who didnt find themselves mimicking
behaviors from people that were around them? The answer is that everyone at this age, given
how impressionable and how dearly adolescents want to socially accepted, are at a time in their
lives where guidance and modeling of healthy behaviors needs to be a focus. Students see social
behaviors from their peers, their family members, and other adults in their lives such as teachers.
With this comes the responsibility of each of these groups of people to display appropriate and
progressive behaviors, so that students will follow in their steps as well. Specifically, students
need to acquire the knowledge of what healthy behaviors look like and this needs to be done in
the classroom.
In order for students to follow healthy behaviors, the student themselves have to develop
a sense of self-efficacy and determination to make them part of a normal day routine. The
relationship of the two, positive social behaviors and self-efficacy, can lead to the adoption of
healthy behaviors that these students will carry out throughout their lives. In order for students to
learn about and practice these healthy behaviors, a proposal of Be Healthy, Be Smart! miniassemblies will be held throughout the school year, each one of them focusing on a specific
topic. With enough support and involvement from the community as well as the school, these
assemblies can educate students to be proactive now and into their adulthood.
Review of Current Literature
Kim and Cicchetti (2010) examined the impact of maltreatment on childrens selfefficacy in peer interactions. These researchers wanted to determine if self-efficacy plays a
protective role in in the link between maltreatment and behavior adjustment. This study had 305
children that consisted of 203 boys and 102 girls. Of the 305 children, 195 were maltreated
which consisted of 115 boys and 80 girls. Maltreatment was used for the children that have

SOCIAL BEHAVIORS AND SELF EFFICACY

suffered some form of maltreatment as identified by DSS (Department of Social Services). The
form of assessment was the Childrens Self-Efficacy for Peer Interaction Scale (CSPI) where the
children were put in conflict and non-conflict situations and the children were asked how easy or
difficult it was to enact the presented behavior on a scale of 1 to 4, 1 being the most difficult and
4 being the easiest. The higher score means the greater self-efficacy. The results that maltreated
children tend to be more consistent in self-efficacy in conflict and non-conflict situations, where
it is suggested that maltreated children do not differentiate these situations and may have more
exposure to conflict and non-conflict situations. Maltreated students showed more problem
behaviors than non-maltreated. Younger maltreated expressed more externalizing and
internalizing behaviors and older maltreated children more externalizing than non-maltreated
children. This leads to saying that maltreated are at risk for poor peer relationships and
behavioral maladjustment due to low self-esteem and impaired competence. (Kim, Ciccheti,
2010).
In Berlin, Schwarzer & Renner (2000) created a study was created where it asked 580
residents of the average age of 43, 48% were male and 52% were female. This study was
designed to examine the social cognitive determinants of health behaviors such as smoking,
exercising, and alcohol consumption; and the intentions on improving those health behaviors.
The study was a 22 questionnaire that was split into taken at 2 different times where the second
part was taken 6 months later. The first part measured Risk Perception, Outcome Expectancies,
Action Self-Efficacy, and Intentions. The second part measured Coping Self-Efficacy, Low-fat
Dietary Intake, and High-fiber dietary intake. The results were split into 2 groups where there
was a comparison of overweight versus those with lower body weight and younger versus older
participants. Between the overweight and lower body weight, it showed that those that were

SOCIAL BEHAVIORS AND SELF EFFICACY

overweight had higher self-efficacy when it comes to changing their health behaviors than those
of lower body weight. When it came to comparing the older and younger participants, there was
not a strong difference. As expected, those that had higher self-efficacy in believing to change
their health behaviors improved their nutrition behaviors. Those that have the intention to change
is probably the best indicator of improving healthy behaviors.
Gano-Overway, Newton, Michelle Magyar, Fry, Kim, and Guivernau (2009) made a
study to see if a caring youth sport program influenced youths beliefs on their ability to
empathize and control their emotions. This study examined the National Youth Sport Program
(NYSP), which is a program that encourages participation and positive development where their
mission is to provide children with the right start. Empathy and emotional regulation are linked
when it comes to regulation the personal emotions as well as recognizing the emotions of others,
which will most likely lead to engaging in helping behavior and less likely to show anti-social
behavior. A Caring Climate Scale was assessed where the youth was asked how caring the
environment was. The youth were examined on their belief to regulate their own emotions and
recognizing the emotions of others such as the need for emotional support from others. The
results show that the youth perceived the program to be caring and able to express empathy
towards others. The perceived caring climate is positively related to empathic efficacy where it
would not lead to anti-social behavior. The results showed that the NYSP created the best
environment for promoting care for others. Appropriate relationships will most likely occur when
youth express empathy and are confident in their abilities to understand feelings and emotions in
others.
Another study by DeRosier, Swick, Ornstien Davis, Sturtz McMillen, and Matthews
(2011) tested the efficacy of a social skills intervention that is new, which was created to improve

SOCIAL BEHAVIORS AND SELF EFFICACY

social behaviors in children with high functioning autism spectrum disorders. Many children
experience loneliness and isolation. Those children are internalizing problems at higher levels
compared to the general population as well as frequent reports of psychological distress. This
study gathered 55 participants with a diagnosis of high functioning ASD (Aspergers Disorder,
high functioning autism) ages 8-12. The parents of each participant participated as well. The
parents completed the Social Responsiveness Scale to assess their childs social skill level, a
demographics questionnaire, and the Achieved Learning Questionnaire to assess the attainment
of their childs social skills. The children completed the Social Dissatisfaction Questionnaire
where it assessed the childrens loneliness. Parents and Children completed together the Social
Self-efficacy Scale where it assessed the self-efficacy for social tasks. Through this 15-week
intervention, which was designed to improve social skills and relationships, children participated
in 15 60-minute group sessions without parents. Throughout the 15-week intervention, many
parents and children participants did not complete so much of the data was missing. From the
families that did complete the intervention, there were positive outcomes for families who
participated in the intervention. Those participants were in a High Functioning Autism group
focusing on treatment compared to those that were not in a high functioning autism group. Those
that were in the treatment group of High Functioning Autism group experienced more positive
outcomes for the families that participated. As well as the parents felt an increase in self-efficacy
to improve their childs social skills.
In relation to parent and guardian examples, a study by Junttila, Vauras, and Laakkonen
(2007) examines whether the parents self-efficacy and social networks influence their childs
social and academic behavior in school by measuring the self-efficacy and loneliness and how it
affects their childs social behavior and academic success. It was hypothesized that the parents

SOCIAL BEHAVIORS AND SELF EFFICACY

that do have supportive social networks have better self-efficacy. This study was conducted with
454 4th grade students, as well as the teachers and parents of these students. The Self-Efficacy
for Parenting Tasks Index which covers childs achievement in school, childs need for
recreation, emotional nurturance, and maintenance of childs health. This scale measures
loneliness as a lack of involvement in social networks and the absence of close relationships.
Both teachers and parents were given a questionnaire asking about their loneliness and selfefficacy. The parents loneliness have a strong appeared to have a strong relationship to selfefficacy. There is a negative relationship between loneliness and self-efficacy, meaning that the
lower the loneliness, the increase in self-efficacy of parenting. Overall, there was a positive
relationship between the parents self-efficacy of parenting and their childs social behaviors and
academic success
Synthesis of Current Literature
The first two aforementioned studies spoke of the generalizations of students who are
proven to be self-efficient. Through research, it is seen that most students who display selfefficacy have grown-up or to further explain, have become independent because someone
taught them, they are determined, or they had to become self-efficient to survive. Through our
proposed program, all students can learn and acquire these healthy behaviors, as well as further
help the students who already display them. Through inclusion, it is a goal of the program to
cater to the needs of all different kinds of students, gifted, resource, and any of them in a general
classroom as well. Lastly, through parent and community involvement, the program can also help
educate the adults in students lives so that they see the best healthy behaviors modeled for them.
Practical Implications

Be Healthy, Be Smart!

SOCIAL BEHAVIORS AND SELF EFFICACY

Tres Rios Elementary School is located in the Littleton Elementary School District in a
suburban area of Tolleson, Arizona. The total enrollment for the school is at 925 students with an
average class size of 18 students, and includes grades K-8 (Tres Rios Elementary School, 2015).
Demographically, the majority of the students at Tres Rios are Hispanic, standing at 78.7% of the
school (Department of Education). The second biggest group of students are White at 8.9%,
African American at 7.8%, Asian at 1.1%, and American Indian at .3%. Out of all of these
students, 87.1% of them are eligible for free or reduced lunch, making Tres Rios a Title 1, public
school (Department of Education). Several issues have been identified in the school through past
research and assignments. With how the curriculum is set, there is no requirement for students to
take a physical education class once they are in middle school. In addition, school foods, which
includes breakfast and lunch, are not sufficient enough in nutrients to sustain students through an
average day. This is why Be Healthy, Be Smart! is a program that should be implemented in
order to combat these negativities.
Be Healthy, Be Smart! consists of one main component; the assemblies put on by
teachers, administrator, parents, and other volunteers. Organizations, such as local recreation
groups or even city programs can come in and speak about a variety of topics covering exercise,
healthy eating, and avoiding peer pressure. These assemblies will fill in the empty time that all
grades have during Wednesdays since the school is on a shortened schedule and there is not
sufficient time to have related arts. While most grades take their students outside for the small
amount of time, students could be learning about healthy behaviors. This is not to take away
from any physical activity time they might have due to the fact that exercise will be included in
the assemblies as well.

SOCIAL BEHAVIORS AND SELF EFFICACY

The topics that Be Healthy, Be Smart! will cover are issues that students will see in
their everyday lives. These topics include eating healthy, exercising, peer pressure, and selfesteem. Each Wednesday will be a subtopic on one of these four components. For example, with
peer pressure, one of the assemblies can specifically focus on social media, and so on. Here is
how it would look like on a calendar.

The first step in doing any project at this size is to propose the idea to administration.
Without the approval and support of the leadership of the school, the vision of a project will not
be able to be met. In proposing the idea, it is vital to have plan to show them the intent and the

SOCIAL BEHAVIORS AND SELF EFFICACY

possible results of the program. A calendar with some scheduled topics will be shown to the
administration but they will also be told that they can choose what topics to add onto there as
well. Once it has been discussed and green-lighted by administration, then the program must be
proposed to teachers and student groups such as Student Council or National Junior Honor
Society in order to have more support. By getting support of the teachers, we can make the
program a school-wide activity instead of just for a particular grade or two. Many of the teachers
at Tres Rios coach or participate in a lot of after school sports or clubs and because of this, it can
be determined that they are passionate about the well-being of students. These are the kinds of
people that the program needs in order to be successful.
In order for the program to receive parent and community involvement, it is vital to have
proper advertising around common areas of the neighborhood and to also send letters home. The
letters that will be sent home will be both in English and in Spanish and will explain the intent of
the program; to help students build healthy behaviors. Parents and members of the community
are also encouraged to volunteer, either to help set up an assembly or help table and spread the
word about Be Healthy, Be Smart!
At the beginning of the program, students will have taken a survey, asking about their
level of self-esteem, about their awareness of certain issues such as unhealthy food and
behaviors, as well as what they want to learn about. At the end of the program students will
retake the test, showing what they have learned and sharing how they will apply this new
knowledge to their lives. With this, we are able to see the growth of students as well as their
main take-aways from the assemblies.
Conclusion

SOCIAL BEHAVIORS AND SELF EFFICACY

10

Learning healthy behaviors can be done in a multitude of ways and be inclusive of

everyone, as seen throughout the research articles and through the proposed program. At the
completion of the program students will have learned the importance of not succumbing to
negative social behaviors seen in the peers, community, or in the media. The adoption of healthy
behaviors is also a critical aspect of the program at Tres Rios so that students realize they need to
follow the example of people in their lives that make healthy decisions. When said and done,
hopefully students will adapt these healthy behaviors from adolescence into their adulthood.

References
Department of Education website. Retrieved November 18, 2015 from: http://www.azed.gov
Derosier, M., Swick, D., Davis, N., Mcmillen, J., & Matthews, R. (2010). The Efficacy of a
Social Skills Group Intervention for Improving Social Behaviors in Children with High
Functioning Autism Spectrum Disorders. J Autism Dev Disord Journal of Autism and
Developmental Disorders, 1033-1043.
Gano-Overway, L., Newton, M., Magyar, T., Fry, M., Kim, M., & Guivernau, M. (n.d.).
Influence of caring youth sport contexts on efficacy-related beliefs and social behaviors.
Developmental Psychology, 329-340.
Junttila, N., Vauras, M., & Laakkonen, E. (n.d.). The role of parenting self-efficacy in children

SOCIAL BEHAVIORS AND SELF EFFICACY

11

social and academic behavior. European Journal of Psychology of Education Eur J

Psychol Educ, 41-61.
Kim, J., & Cicchetti, D. (2003). Social Self-Efficacy and Behavior Problems in Maltreated and
Nonmaltreated Children. Journal of Clinical Child and Adolescent Psychology, 106-117.
Schwarzer, R., & Renner, B. (n.d.). Social-cognitive predictors of health behavior: Action selfefficacy and coping self-efficacy. Health Psychology, 487-495.

SOCIAL BEHAVIORS AND SELF EFFICACY

Criteria with
Professional Standards
Referenced
Outline
Outline Turned
In(Already submitted
for points)

Introduction
Introduction to the
topic and overview (In
your purpose
statement also
introduce all
subtopics)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
Literature Review
Adequacy of
Knowledge
(includes 5 peer
reviewed original
research articles
references)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b

5
Exemplary
(97 100%)
10 Points
Logical, detailed
outline with at least 5
original peer reviewed
references written in
APA format is
submitted with a
technology choice
selected to embed the
assignment.
5 x 2=10 points
10 Points
Introduction is fully
developed, well
organized, introduces
all topics, created a
plan for the paper and
invites the reader to
read further.

4
Highly Proficient
(93 96%)

3
Proficient
(83 92%)

2
Approaching
Proficient
(73 82%)

1
Unsatisfactory
(72%
and below)

Brief outline with

at least 5 original
peer reviewed
references written
in APA format is
submitted.

Brief outline with

some references but
not 5 original peer
reviewed references
written in APA
format are submitted.

Brief outline with

one or no references
submitted.

No outline was
submitted.

Introduction is
fully developed
with all topics
introduced.

Introduction is
addressed well,
somewhat organized
and created a plan for
the paper

Introduction is
addressed adequately.

Introduction is
omitted or was
disorganized and did
not create a plan for
the paper.

1. Literature
review addresses
major issues in the
area.
2. Thorough use of
a range of
references to
support key issues.

1. Literature review
may address major
issues, but issues
may not be supported
with expert
knowledge.

1. Literature review
does not address the
major issues in the
area; the level of
support for the issues
is not adequate.

1. Literature review
does not have the
depth of knowledge
appropriate to this
upper level course.

2. Good use of
references, but
additional references
may have
strengthened the
paper.

2. Includes 3
references.

5 x 2=10 points

15 Points
1. Literature review
highlights major issues
in the area.
2. Through use of a
range of references to
support key issues.

NETS-T 3a,d; 4a,c

3. Description of
important studies
establishes context for
the reader.

CEC EC2S1; CC7K1;

EC7K1;CC9K4;CC9S
8

4. Includes more than

5 informative
references.
5 x 3=15 points

Synthesis of
Information
Synthesis of
Information (what did
the articles collectively
say about the topic?
Which authors had
similar and different
findings?)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S

12

3. Includes
descriptions of
important studies
to provide context
for the reader.
4. Includes 5 or
more references.

2. Includes less than

2 references.

3. Includes 4
references.

15 Points
1. Studies covering the
same topic synthesize
related research.
2. Described similar or
differing and detailed
themes throughout the
articles
3. Demonstrate
thoroughly how your
research and the data
collected supports

Studies covering
the same topic are
summarized and
integrated
level work.

Information is
presented study-bystudy rather than
summarized by topic.
2. Described similar
or differing themes
throughout the
articles which were
not detailed
3. Somewhat
emonstrated how

The literature review

is a mixed set of
ideas without a
particular focus.

The literature review

does not demonstrate
a particular focus and
lacks ideas based on
the subject chosen.
2. Described similar
or differing themes
throughout the
articles, however
they were not
detailed

SOCIAL BEHAVIORS AND SELF EFFICACY

8

your stance on why

your healthy and
active school plan is
not only important for
hope and engagement
at your school and in
your community, but
ties to academic
success in your
classroom as well.

your research and the

data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

5 x 3=15 points
Practical Implications
and Technology
infusion
Practical Implications
(Discuss how the
findings can or will
later be applied to
your teaching setting)
InTASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8

13
3. Did not
demonstrate how
your research and the
data collected
supports your stance
on why your healthy
and active school
plan is not only
important for hope
and engagement at
your school and in
your community, but
ties to academic
success in your
classroom as well.

30 Points
1. Practical
implications of your
event details including
your teaching level
and in a particular
setting are discussed
thoroughly. A
minimum of 6 topics
are applied.
2. Contains thorough
discussion on how
each of the 6
program/components
that are in place are
organized, conducted,
and overseen or a
detailed plan about
how each component
can be added.
3. All
programs/components
implemented include
discussion on
modifications for those
with disabilities.
4. Contained a detailed
description of a special
event that promotes a
healthy and active
school environment
5. Contained
discussion on a
specific health
behavior highlighted
by the special event
6. Specific target
grade level was
identified and was
appropriate for
students of that age
7. Contained
discussion on how to
involve the entire
school in the event

1. Pratical
implications are
discussed but not
related to a
particular teaching
setting or topic or
certain details are
missing.

1. Pratical
implications are
discussed but not at a
particularly level or
in a particular setting
and many details of
your event are
missing.
2. Contained at least
4-5 components of a
comprehensive
school program;
however, some of the
needed detail is
missing.
3. Contains thorough
discussion on how
most of the
program/component
that are in place are
organized,
conducted, and
overseen or a detailed
plan about how the
components can be
added.
4. Most
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
5. Contained a
somewhat detailed
description of a
special event that
promotes a healthy
and active school
environment
6. Contained some
discussion on a
specific health
behavior highlighted
by the event
7. Specific target

1. Practical
implications are not
thoroughly discussed
and only a few
details of the event
are present

1. Practical
implications are not
discussed and no
details of the event
are present.
2. Contained 3 or
fewer components of
a comprehensive
school program
3. Contains little
discussion on which
programs/component
s are currently in
place
4. Contains little
discussion on how
each
program/component
is organized,
conducted, and
overseen and little
detail about how the
components can be
added.
5. Few
programs/component
s implemented
include discussion on
modifications for
those with
disabilities.
6. Contained little
detail on a special
event that promotes a
healthy and active
school environment
7. Contained little
discussion on a
specific health
behavior highlighted
by the special event
8. Specific target
grade level was not
identified and/or not
appropriate for

SOCIAL BEHAVIORS AND SELF EFFICACY

14
grade level was
somewhat identified
and was appropriate
for students of that
age

8. An approved
technology platform
was used to enhance
your signature
assignment

students of that age

9. Contained little
discussion on how to
involve the entire
school in the event

8. Contained some
discussion on how to
involve the entire
school in the event

5 x 6=30 points

9. Technology
infusion was not used
as a platform to
enhance your
signature assignment.

9. Technology
infusion was used but
it did not enhance
your signature
assignment
Conclusion
Conclusion
ITASC 1c,k; 5k; 9f;
10h
NAEYC 6b
NETS-T 3a,d; 4a,c
CEC EC2S1; CC7K1;
EC7K1;CC9K4;CC9S
8
Writing and
Referencing Style
First Draft of all
sections submitted
with changes made
integrating instructor
comments from the
outline

10 Points
Major issues support
and establish
conclusions.

The major issues

are summarized
under conclusions.

The conclusions are

not complete.

Provides opinions,
but not a summary of
findings.

No conclusions are
included.

Detailed draft of all

sections of the paper
with appropriate
content, headers,
writing style, a choice
of technology to
embed the assignment
and references in APA
6.0 style.

Detailed draft of
ALL sections with
some errors in
content covered,
headings, writing
style and/or
refernces in APA
6.0 style.

Detailed draft of
MOST sections with
some errors in
content covered,
headings, writing
style and/or refernces
in APA 6.0 style.

Missing sections or
paper has regular
errors across content
covered, headings,
writing style and/or
refernces in APA 6.0
style.

Incomplete (missing
half of the
requirements) or
completely missing
paper.

Integration of
instructor comments
from first draft

All comments from

instructor integrated
into final version. All
were highlighted in
yellow

Most comments
from instructor
integrated into
final version. All
were highlighted
in yellow

Some comments
from instructor
integrated into final
version. Most were
highlighted in yellow

Very few comments

from instructor
integrated into final
version. Most were
highlighted in yellow

No comments from
instructor integrated
into final version.
The changes were not
highlighted

Writing and
referencing style

1. Cover page
included, proper
spelling and grammar,
all references in APA
6.0 style. Paper was
appropriate length (at
least 5 pages)

1. Cover page
included, few
grammatical errors
and misspellings,
all references in
APA 6.0 style.

1. Cover page
included, some
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, many
grammatical errors
and misspellings,
some errors in
referencing style APA
6.0.

1. Cover page not

included, major
grammatical errors
and misspellings,
many errors in
referencing style APA
6.0.

2. Paper was too

short for the topic (34 pages)

2. Paper was too

short for the topic (12 pages)

2. Paper was too

short for the topic (12 pages)

5 x 2=10 points

10 Points

2. The file document

name contains
Lastname.firstname.as
signment#.course#
3. This rubric was
added to the last page
of the document
submitted
4. All sentences are
clear and well
developed
5. Proposals and
events are appropriate

2. Paper was
appropriate length
(at least 5 pages)

3. The file name

somewhat contains
the
Lastname.firstname.a
ssignment#.course#

3. The file document

name does not
contain the
Lastname.firstname.a
ssignment#.course#

4. This rubric was

added but not at the
end of the document
submitted

4. This rubric was not

added to the
document submitted

5. Most sentences are

clear and well

5. Many sentences
are not clear and

SOCIAL BEHAVIORS AND SELF EFFICACY

length with standard
margins, font, and size
of text

15
developed

underdeveloped

6. Proposals and
events are mostly
appropriate length
with standard
margins, font, and
size of text

6. Proposals and
events are not of
appropriate length
with larger than
standard margins,
font and size of text