Changes in children's self-competence and values: Gender and domain differences across grades one through twelve
Changes in children's self-competence and values: Gender and domain differences across grades one through twelve
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DOI：
10.1111/1467-8624.00421
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发表时间：
2002-03-01
影响因子：
4.6
通讯作者：
Wigfield, A
中科院分区：
文献类型：
--
作者：
Jacobs, JE;Lanza, S;Wigfield, A
这项研究通过记录了对自我竞争和任务价值观的看法的纵向研究，通过记录了I级I至12年级的761名儿童的域特异性生长轨迹，从而扩展了对儿童自信的变化的先前研究。层次线性建模用于（1）描述数学，语言艺术和运动领域内童年和青春期信仰的变化； （2）检查能力信念变化对同一领域中随时间变化的变化； （3）描述能力信念和价值观变化的平均水平和轨迹的性别差异。在所有领域中，最引人注目的发现是，随着儿童年龄的增长，对能力和主观任务值的自我认知下降，尽管范围内的下降程度和下降速度有所不同。例如，在语言艺术中，在小学时代，能力信念迅速下降，但随后在一定程度上升级或增加了。而在高中时期，体育体育的自我竞争信念的下降。在大多数领域中发现了信念的显着性别差异。但是，发展轨迹的性别差异似乎是特定领域的，而不是全球。重要的是，正如某些社会化观点所预测的那样，男孩和女孩之间的性别差异并没有随着年龄的增长而系统地增加。将能力信念添加为任务值模型的解释变量，表明能力信念的变化占任务价值与死亡年龄相关的大部分下降。此外，能力信念占语言艺术和体育任务价值的大多数性别差异。
This study extended previous research on changes in children's self-beliefs by documenting domain-specific growth trajectories for 761 children across grades I through 12 in a longitudinal study of perceptions of self-competence and task values. Hierarchical Linear Modeling was used to (1) describe changes in beliefs across childhood and adolescence within the domains of mathematics, language arts, and sports; (2) examine the impact of changes in competence beliefs on changes in values over time in the same domains; and (3) describe gender differences in mean levels and trajectories of change in competence beliefs and values. The most striking finding across all domains was that self-perceptions of competence and subjective task values declined as children got older, although the extent and rate of decline varied across domains. For example, in language arts, competence beliefs declined rapidly during the elementary school years, but then leveled off or increased to some extent; whereas the decline in self-competence beliefs in sports accelerated during the high school years. Significant gender differences in beliefs were found in most domains; however, the gender differences in developmental trajectories appeared to be domain specific rather than global. Importantly, the gender differences between boys and girls did not systematically increase with age, as predicted by some socialization perspectives. Adding competence beliefs as an explanatory variable to the model for task values revealed that changes in competence beliefs accounted for much of die age-related decline in task values. In addition, competence beliefs accounted for most of the gender differences in task values for language arts and sports.