Relations between Perceived Competence, Importance Ratings, and Self-Worth among African American School-Age Children

Autor/in	Grier, Leslie K.
Titel	Relations between Perceived Competence, Importance Ratings, and Self-Worth among African American School-Age Children
Quelle	In: Journal of Black Psychology, 39 (2013) 1, S.3-27 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-7984
DOI	10.1177/0095798412447644
Schlagwörter	Profiles; Evidence; Self Concept; Cultural Context; Gender Differences; Academic Achievement; Correlation; African American Children; Academic Ability; Intervention; Measures (Individuals); Grade 5; Elementary School Students; California; Self Perception Profile for Children + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Evidenz; Selbstkonzept; Geschlechterkonflikt; Schulleistung; Korrelation; African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Messdaten; School year 05; 5. Schuljahr; Schuljahr 05; Kalifornien
Abstract	The purpose of this research was to investigate how domain-specific importance ratings affect relations between perceived competence and self-worth among African American school-age children. Importance ratings have been found to affect the strength of the relationship between perceived competence and self-worth and have implications for motivation. Children were assessed on five perceived competence domains, on the importance of those domains, and on global self-worth. Five profiles reflecting relations between perceived competence and self-worth by importance ratings were assessed. Gender differences specific to scholastic competence/self-worth relations were also examined. It was hypothesized that at comparable levels of perceived competence, children ascribing more importance would evidence stronger relationships between perceived competence and self-worth. This was evident in some cases. Importance ratings were found to be pivotal in understanding relationships between perceived competence and self-worth. Gender differences in scholastic competence/self-worth relations were evidenced with certain profiles. Results were interpreted within a cultural context, and the implications for intervention were addressed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10