The domain specific nature of children's self-perceptions of competence : an exploratory paradigm for understanding the social construction of self-knowledge in children
department or school: Education, Faculty of
department or school: Educational and Counselling Psychology, and Special Education (ECPS), Department of
data provider: DSpace
degree campus: UBCV
creator: Dillabough, Jo-Anne
issued: 2010-10-27T20:48:25Z
issued: 1990
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: In recent years we have witnessed a burgeoning interest in the role socializing agents' play in the development of children's self-perceptions of competence. Outlined extensively by Harter (1981, 1982, 1985), the basic assumption underlying this work is that the self-concept is a multidimensional construct reflecting cognitive representations of individuals' socialization experiences across achievement contexts. These multiple dimensions are subsumed under the guise of self-perceptions and are thought to reflect distinct cognitive structures within the phenomenological world of the child. To date, however, the majority of research stemming from Harter's original theoretical conceptualizations has been limited to examining the impact of socializing agents' expectations on children's self-perceptions of academic competence. The differential contributions made by socializing agents to the prediction of children's self-perceptions of competence across achievement domains, however, has not been assessed. In the present study, an attempt was made to fill this research gap. In accordance with the recognition of the multidimensional nature of perceived competence, the purposes of this study were: (1) to compare the contributions made by different socializing agents' expectations to the prediction of children's self-perceived academic, social, behavioral and athletic competence; (2) to assess the extent to which socializers' expectations contribute differentially to children's perceived competence when examined in conjunction with additional variables instrumental in the development of self-concept in children; (3) to extend Harter's (1981) original conceptualization of the self by testing a uniform perceived competence model across achievement domains; and (4) to identify the primary references children utilize to define themselves. Data were collected from 87 fourth and fifth grade children. The children completed questionnaires that assessed their self-perceived academic,…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/29598
note: The Domain S p e c i f i c Nature of Children's S e l f -Perceptions of Competence: An Exploratory Paradigm for Understanding the Soc i a l Construction of Self-Knowledge in Children By Jo-Anne D i l l a b o u g h B.A. (Honours), U n i v e r s i t y of Western O n t a r i o , 1987 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS i n THE FACULTY OF GRADUATE STUDIES (Department of C o u n s e l l i n g Psychology) We accept t h i s t h e s i s as conforming to the r e q u i r e d standard THE UNIVERSITY OF BRITISH COLUMBIA AUGUST 1990 © Jo-Anne D i l l a b o u g h , 1990 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of The University of British Columbia Vancouver, Canada DE-6 (2/88) i i ABSTRACT In recent years we have witnessed a burgeoning interest in the role s o c i a l i z i n g agents' play in the development of children's self-perceptions of competence. Outlined extensively by Harter (1981, 1982, 1985), the basic assumption underlying t h i s work i s that the self-concept i s a multidimensional construct r e f l e c t i n g cognitive representations of individuals' s o c i a l i z a t i o n experiences across achievement contexts. These multiple dimensions are subsumed under the guise of self-perceptions and are thought to r e f l e c t d i s t i n c t cognitive structures within the phenomenological world of the c h i l d . To date, however, the majority of research stemming from Harter's o r i g i n a l t h e o r e t i c a l conceptualizations h…
has type: Thesis/Dissertation
is shown at: 10.14288/1.0053674
language: eng
degree discipline: Counselling Psychology
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/29598