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Distinguishing multiple dimensions of conceptions of ability: implications for self-evaluation
1Department of Psychology, University of Illinois, Champaign 61820, USA. epomeran@s.psych.uiuc.edu
Child Development
|January 7, 1998
Summary
Children's beliefs about ability influence self-evaluation. This study found that conceptions of ability as uncontrollable, constant, or capacity are distinct and interact to shape self-perception development.
Area of Science:
- Child Psychology
- Educational Psychology
- Developmental Psychology
Background:
- Conceptions of ability are crucial for self-evaluation development.
- Research has explored ability as uncontrollable, constant, and capacity, but their interrelations are unclear.
Purpose of the Study:
- To examine the convergence and divergence of three dimensions of ability conceptions.
- To investigate how these dimensions relate to self-evaluation and cognitive competence in children.
Main Methods:
- Surveyed 236 children (grades 2-5) on their conceptions of ability.
- Assessed self-evaluation through performance after failure and congruence with external indicators.
- Measured cognitive competence.
Main Results:
- The three dimensions of ability conceptions (uncontrollable, constant, capacity) were found to be relatively distinct.
- These dimensions showed differential links to cognitive competence and various forms of self-evaluation.
- Interactions among the three dimensions influenced self-evaluation.
Conclusions:
- The distinct nature of ability conceptions suggests they play different roles in self-evaluation development.
- Interactions between these conceptions are important for understanding children's self-perception.
- Findings highlight the complexity of ability beliefs in child development.
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