The structure and coherence of competence from childhood through adolescence.
The structure and coherence of competence from childhood through adolescence.
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DOI：
10.1111/j.1467-8624.1995.tb00956.x
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发表时间：
1995-12
影响因子：
4.6
通讯作者：
A. Masten;J. Coatsworth;Jennifer Neemann;Scott D. Gest;A. Tellegen;N. Garmezy
中科院分区：
文献类型：
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作者：
A. Masten;J. Coatsworth;Jennifer Neemann;Scott D. Gest;A. Tellegen;N. Garmezy
对 191 名儿童进行的纵向研究考察了从童年（8-12 岁）到青春期后期（17-23 岁）能力的结构和一致性。利用结构方程模型来测试概念模型和替代模型。结果表明，能力在儿童期至少有 3 个不同的维度，在青春期有 5 个不同的维度。这些维度反映了与美国社会两个年龄段的学业成就、社交能力和行为相关的发展任务，以及青春期浪漫和工作能力的额外任务。正如假设的那样，随着时间的推移，破坏规则与遵守规则的行为表现出很强的连续性，而学术成就和社交能力则表现出中等的连续性。结果也与反社会行为损害学业成就和工作能力的假设相一致。
The structure and coherence of competence from childhood (ages 8-12) to late adolescence (ages 17-23) was examined in a longitudinal study of 191 children. Structural equation modeling was utilized to test a conceptual model and alternative models. Results suggest that competence has at least 3 distinct dimensions in childhood and 5 in adolescence. These dimensions reflect developmental tasks related to academic achievement, social competence, and conduct important at both age levels in U.S. society, and the additional tasks of romantic and job competence in adolescence. As hypothesized, rule-breaking versus rule-abiding conduct showed strong continuity over time, while academic achievement and social competence showed moderate continuity. Results also were consistent with the hypothesis that antisocial behavior undermines academic attainment and job competence.