AGE AND GENDER DIFFERENCES IN CHILDRENS SELF AND TASK PERCEPTIONS DURING ELEMENTARY-SCHOOL

被引:596
作者
ECCLES, J
WIGFIELD, A
HAROLD, RD
BLUMENFELD, P
机构
[1] UNIV COLORADO, BOULDER, CO 80309 USA
[2] UNIV MARYLAND, College Pk, MD 20742 USA
[3] MICHIGAN STATE UNIV, SCH SOCIAL WORK, E LANSING, MI 48824 USA
[4] UNIV MICHIGAN, SCH EDUC, ANN ARBOR, MI 48109 USA
关键词
D O I
10.2307/1131221
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
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.
引用
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页码:830 / 847
页数:18
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