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

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...

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Bibliographic Details
Published in:Child development 1993-06, Vol.64 (3), p.830-847
Main Authors: Eccles, Jacquelynne, Wigfield, Allan, Harold, Rena D., Blumenfeld, Phyllis
Format: Article
Language:English
Subjects:
Achievement
Age Differences
Age Factors
Athletics
Attitude
Biological and medical sciences
Child
Child Development
Child, Preschool
Childhood Attitudes
Children
Competence
Developmental psychology
Elementary Education
Elementary School Students
Elementary schools
Female
Fundamental and applied biological sciences. Psychology
Gender differences
Grade levels
Humans
Instrumental music
Longitudinal Studies
Male
Mathematical Ability
Mathematics
Music
Music Ability
Musical perception
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading Ability
Self Concept
Self Evaluation (Individuals)
Self image
Self perception
Selfbeliefs
Sex Differences
Sex Factors
Social research
Socialization
Sports
Surveys and Questionnaires
Task Value
Young children
Youth sports
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Summary: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.
ISSN:0009-3920
1467-8624
DOI:10.2307/1131221