TY - JOUR
T1 - Common Dimensions in the Assessment of Competence in School-Aged Girls
AU - Tanaka, J. S.
AU - Westerman, Michael A.
PY - 1988/12
Y1 - 1988/12
N2 - 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.
AB - 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.
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U2 - 10.1037/0022-0663.80.4.579
DO - 10.1037/0022-0663.80.4.579
M3 - Article
AN - SCOPUS:0011507911
SN - 0022-0663
VL - 80
SP - 579
EP - 584
JO - Journal of Educational Psychology
JF - Journal of Educational Psychology
IS - 4
ER -