AGE AND GENDER DIFFERENCES IN CHILDRENS SELF AND TASK PERCEPTIONS DURING ELEMENTARY-SCHOOL
AGE AND GENDER DIFFERENCES IN CHILDRENS SELF AND TASK PERCEPTIONS DURING ELEMENTARY-SCHOOL
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DOI：
10.1111/j.1467-8624.1993.tb02946.x
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发表时间：
1993-06-01
影响因子：
4.6
通讯作者：
BLUMENFELD, P
中科院分区：
文献类型：
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作者：
ECCLES, J;WIGFIELD, A;BLUMENFELD, P
我们研究了小学阶段儿童的自我认知和对任务的认知发展情况。865名一年级、二年级和四年级的儿童（年龄7 - 10岁）完成了问卷调查，这些问卷评估了他们在几个活动领域（数学、阅读、体育和器乐）中对自身能力的认知以及对这些活动的重视程度。因素分析表明，即使是一年级的学生对不同活动也有不同的自我信念。这些分析还显示，儿童的能力信念和主观任务价值观形成了不同的因素。对儿童信念中的年龄和性别差异进行分析表明，除体育外，在所有活动中，年龄较小的儿童（尤其是一年级学生）对自身能力的认知和主观任务价值观比年龄较大的儿童更为积极。在体育活动方面，男孩比女孩有更积极的能力信念和价值观，在数学方面也是男孩的能力信念更积极。而在阅读和音乐活动方面，女孩比男孩有更积极的能力信念和价值观。
We examined the development of children's self- and task perceptions during the elementary school years. 865 first-, second,- and fourth-grade children (ages 7-10) completed questionnaires assessing their perceptions of competence in, and valuing of, activities in several activity domains (math, reading, sports, and instrumental music). Factor analyses showed that even the first graders had differentiated self-beliefs for the various activities. These analyses also indicated that children's competence beliefs and subjective task values formed distinct factors. Analyses assessing age and gender differences in children's beliefs showed that for all the activities except sports, younger children's (particularly the first graders) perceptions of competence and subjective task values were more positive than the beliefs of the older children. Boys had more positive competence beliefs and values than did girls for sport activities, and more positive competence beliefs for mathematics. Girls had more positive competence beliefs and values than did boys for reading and music activities.