Common Dimensions in the Assessment of Competence in School-Aged Girls

J. S. Tanaka, Michael A. Westerman

Research output: Contribution to journalArticle

Abstract

In this research we investigate the competence construct, its structure, and the interrelations among assessments of children's competence provided by different observers. These questions were investigated in a sample of 76 girls 8 to 11 years of age. The results of bivariate correlations showed that there were statistically significant relations of moderate size between subscales of the self-rated Perceived Competence Scale for Children (PCSC; Harter, 1982) and the maternal-rated Social Competence measure of the Child Behavior Checklist (CBC; Achenbach & Edelbrock, 1981, 1983). Two dimensions emerged from an interbattery factor analysis. The dimensions assessed interpersonal competencies and competencies in the academic-cognitive domains. Physical-athletic competencies were not found to define important dimensions for this sample of girls. We discuss suggestions about a differentiated consideration of competence and possible gender differences in the assessment of competence, along with two alternative models suggested by this work for studying the stress-buffering role played by competence measured from several perspectives.

Original languageEnglish (US)
Pages (from-to)579-584
Number of pages6
JournalJournal of Educational Psychology
Volume80
Issue number4
DOIs
StatePublished - Dec 1988

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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