Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School

心理学 能力(人力资源) 发展心理学 感知 社会心理学 神经科学
作者
Jacquelynne S. Eccles,Allan Wigfield,Rena D. Harold,Phyllis C. Blumenfeld
出处
期刊:Child Development [Wiley]
卷期号:64 (3): 830-847 被引量:1211
标识
DOI:10.1111/j.1467-8624.1993.tb02946.x
摘要

We examined the development of children's self- and task perceptions during the elementary school years. 865 first-, second,- and fourth-grade children (ages 7-10) completed questionnaires assessing their perceptions of competence in, and valuing of, activities in several activity domains (math, reading, sports, and instrumental music). Factor analyses showed that even the first graders had differentiated self-beliefs for the various activities. These analyses also indicated that children's competence beliefs and subjective task values formed distinct factors. Analyses assessing age and gender differences in children's beliefs showed that for all the activities except sports, younger children's (particularly the first graders) perceptions of competence and subjective task values were more positive than the beliefs of the older children. Boys had more positive competence beliefs and values than did girls for sport activities, and more positive competence beliefs for mathematics. Girls had more positive competence beliefs and values than did boys for reading and music activities.
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