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Age and gender differences in children's self- and task perceptions during elementary school

J Eccles1, A Wigfield, R D Harold

  • 1University of Colorado.

Child Development
|June 1, 1993
PubMed
Summary
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Children develop differentiated self-beliefs early in elementary school. Younger children generally hold more positive perceptions of competence and task value across most activities than older children.

Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Child Psychology

Background:

  • Children's self-perceptions and task values are crucial for academic and extracurricular engagement.
  • Understanding how these beliefs evolve during elementary school is key to supporting child development.

Purpose of the Study:

  • To investigate the development of children's self-perceptions of competence and subjective task values.
  • To examine age and gender differences in these beliefs across various activity domains.

Main Methods:

  • Survey research involving 865 children from first, second, and fourth grades (ages 7-10).
  • Factor analyses were used to assess the structure of self-beliefs and task values.
  • Statistical analyses examined age and gender variations in competence beliefs and subjective task values.

Related Experiment Videos

Main Results:

  • Children demonstrated differentiated self-beliefs across activities (math, reading, sports, music) even in first grade.
  • Competence beliefs and subjective task values emerged as distinct factors.
  • Younger children (especially first graders) reported more positive competence beliefs and task values than older children for most activities.
  • Gender differences were observed: boys showed higher competence beliefs/values in sports and math, while girls excelled in reading and music.

Conclusions:

  • Children form domain-specific self-perceptions early in elementary school.
  • Beliefs about competence and task value become less positive with age for most activities.
  • Gender influences perceptions of competence and value in different activity domains, highlighting the need for tailored support.