Perceived Competence, Self-Description, Expectation, and Successful Experience Differences among Students in Grades Seven, Eight, and Nine

Bibliographic Data

ID11670678
AuthorsM Kay Alderman (University of Akron, corresponding author), James E Doverspike (University of Akron)
Year1988
Volume8
Issue2
Pages119-131
Publication date1988-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Early Adolescence (JOURNAL)
Journal identifiersISSN: 0272-4316 • E-ISSN: 1552-5449
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431688082002
OpenAlexW2087567339
LanguageEN
References cited25

This study compared grade, gender, and achievement differences on competence-related measures. Students in grades seven, eight and nine were compared on measures of perceived competence, self-descriptive characteristics, successful experiences, expectations on a mathematics test, and math achievement differences. Grade differences found that ninth grade scored higher on perceived competence and listed more mental successes while seventh graders had more incorrect categories of self-descriptions. Some gender differences were consistent with previous research findings where males score higher on competence factors, although females listed more successful experiences. High achievers scored higher than low achievers on the cognitive competence scale and on other measures. Implications for facilitating competence at grade seven are discussed

Cognition · Competence (human resources · Developmental psychology · Mathematics education · Ninth · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Education, Achievement, and Giftedness · Psychology · Social Psychology