ONTOGENY OF SELF AND TASK CONCEPTS AND ACTIVITY CHOICE

我们建议继续一个横向的，纵向的， 儿童自尊发展的实地研究，以及 儿童时期常见的四个活动领域的活动偏好 经验：学术，社会，器乐和体育。 我们以前的 在学术成就领域的工作表明，父母双方的 信念和儿童对自己能力的看法， 成功、任务难度感知和任务价值感知 儿童成就行为和选择的关键中介 5-12年级。 我们现在已经将这项工作扩展到更小的儿童和 更广泛的儿童活动来研究四个基本问题：1） 发展自我和任务信念内和跨领域，2）的作用 这些信念在塑造儿童的行为选择， 领域，3）父母的前因;和教师的信念，他们的 儿童在这些领域中的每一个，和4）的影响，养育和 教学风格以及教师和家长的信念、价值观和看法 对儿童发展自我和任务信念的影响。 实验对象已经接受了测试 在四年的时间里五次 在第一年和第二年， 855名K-4年级的儿童被招募到样本中。 七十四 这些孩子和他们的老师，以及60-80%的父母， 参加了3-4次主要的年度数据收集浪潮， 来评估这些问题。 问卷调查和访谈程序均 采用 对儿童数学、语言能力的客观测量 艺术和体育/身体技能是从孩子的学校获得的 记录，并通过管理标准化的措施， 认知和身体技能。 儿童的主观指标 能力从教师和家长的评级。 详细 有关学校和家庭的社会和物质环境的信息， 从父母、孩子和老师那里获得。 家族内子研究 在第3年增加了兄弟姐妹，并持续到第4年。 这项建议 用于数据分析和两个时间点的样本随访 在未来五年继续研究这些问题， 青少年发育期。 结构方程模型 程序和更传统的统计程序将被用来 评估儿童、家长和教师的发展变化 以及这些变化之间的关系。

We are proposing the continuation of a cross-sectional, longitudinal, field-based study of the development of children's self esteem, and activity preferences across four activity domains common to childhood experience: academic, social, instrumental music, and sport. Our previous work in the academic achievement domain has indicated that both parents' beliefs and children's perceptions of their competence, expectations for success, task difficulty perceptions, and task value perceptions are critical mediators of achievement behavior and choices among children in grads 5-12. We have now extended this work to younger children and a broader set of children's activities to study four basic issues: 1) the development of self and task beliefs within and across domains, 2) the role of these beliefs in shaping children's behavioral choices across the domains, 3) the antecedents of parents; and teachers' beliefs about their children in each of these domains, and 4) the impact of parenting and teaching styles and of teacher and parent beliefs, values, and perceptions on children's developing self and task beliefs. Subjects have been tested five times over a four year period. In year one and year two a total of 855 children in grades K-4 were recruited into the sample. Seventy-four percent of these children and their teachers, and 60-80% of their parents, have participated in 3-4 primary annual waves of data collection designed to assess these issues. Both questionnaire and interview procedures were used. Objective measures of the children's competence in math, language arts, and sport/physical skill were obtained from the child's school records and through the administration of standardized measures of cognitive and physical skills. Subjective indicators of the children's competence were obtained from teacher and parent ratings. Detailed information about the school and home social and material context were obtained from parents, children, and teachers. A within family sub-study of siblings was added in year 3 and continued into year 4. This proposal is for data analysis and for a follow-up of the sample at two time points in the next five years to continue to study these issues over the adolescent developmental period. Both structural equation modeling procedures and more traditional statistical procedures will be used to assess the developmental changes in children's, parents', and teachers' beliefs and the relations among these changes.