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Gender and contextual variations in self-perceived cognitive competence.

Olivia Kuzyk1, Alice Gendron1, Luz Stella Lopez2

  • 1Department of Psychology, Concordia University, Montréal, QC, Canada.

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Summary

Peer-assessed school performance and self-perceived cognitive competence associations vary by socioeconomic status (SES) and gender in preadolescents. These social factors significantly influence academic self-perceptions.

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Area of Science:

  • Developmental Psychology
  • Sociology of Education
  • Cross-Cultural Psychology

Background:

  • School performance and cognitive competence are understood as social constructs.
  • Their association is influenced by socially embedded variables within the academic domain.

Purpose of the Study:

  • To examine gender and contextual variability in the link between peer-assessed school performance and self-perceived cognitive competence.
  • To apply a critical theory approach to understand these relationships.

Main Methods:

  • A sample of 719 preadolescents (ages 9-12.5) from diverse socioeconomic backgrounds in Montreal and Barranquilla participated.
  • Multigroup comparisons were used to analyze data.
  • Peer assessments of school performance and self-perceptions of cognitive competence were measured.

Main Results:

  • Socioeconomic status (SES) moderated the association between school competence and cognitive competence differently in Montreal and Barranquilla.
  • Communal orientation's association with cognitive competence was stronger for girls than boys, particularly in upper-middle-class Montreal settings.

Conclusions:

  • Findings reveal nuanced gender differences in preadolescents' academic self-perceptions.
  • Socioeconomic status plays a critical role in shaping these self-perceptions, highlighting the importance of social context.