Self-perceived stability and change in children's competence

• Tipo: Artigo em Revista Científica Internacional
• Data: 2010

Autores

Christiane Vandenplas Holper (Autor) Outra; Isabelle Roskam (Autor) Outra; Anne Marie Fontaine (Autor) FPCEUP

Revista

Título: European Journal of Psychology of Education

Vol. 25 Nº 1

Páginas: 1-17

ISSN: 0256-2928

Editora: Springer Nature

Indexação

ISI Web of Knowledge - 0 Citações

ISI Web of Science

Scopus - 1 Citação

PsycInfo

Classificação Científica

FOS: Ciências sociais > Psicologia

Outras Informações

ID Authenticus: P-003-8M6

DOI: 10.1007/s10212-009-0001-1

Abstract (EN): Using Harter's (Child Dev 53(1):87-97, 1982) perceived competence scale, this study integrates several paradigms related to the issues of self-perceived competence, stability or change and attributional theory. It examines how 268 Belgian and Portuguese fifth graders consider their scholastic, social and physical competence at present and in a retrospective or prospective time perspective. The children were also asked to rate the causes of their self-perceived competence-related stability or change. Nearly all of the children who saw change indicated that they had changed/would change in a positive way. Children more often thought that they would change in the future than that they had changed in the past. Children who saw change also made more internal attributions (effort and ability) than children who saw only stability. Finally, the results varied consistently between the Belgian and the Portuguese samples, indicating cross-cultural differences which are tentatively illuminated by macro-systemic considerations referring to educational policy in the two countries.

Idioma: Inglês

Tipo (Avaliação Docente): Científica

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Nº de páginas: 17