Effects of evaluating task competence on the self-concept of children from different socioeconomic status levels

Previous studies reported low SES children with higher self-concepts than high SES children; this experimental study probes explanatory factors. One hundred sixty second grade boys and girls were measured on self-concept following a design-copying task on which they received either a positive or a negative evaluation, either through the E's evaluative statements or through presentation of standards for the task. Direction of evaluation was reflected in children's ratings of their own work. There was an interaction between direction of evaluation and SES as they affected self-concept, with negative evaluation leading to enhanced self-concept scores of low SES children.