Abstract
The academic efficacy of children is generally on a good level. Children with educational and behavioral problems in school have also lower scores of academic efficacy.
There are no gender differences in the more specific efficacy measured by the MALS, but we see lower scores in boys in the more generally formulated Child Self-efficacy Scale. Academic efficacy seems to develop better, if the child comes from a complete family (2 parents) and has no siblings.
This result opens questions to us. Children with higher academic self-efficacy have les doubts about the transition to junior high school.
Generally children do not worry about the transition.