Document Detail


Self-system concomitants of discrepancies between children's and teacher's evaluations of academic competence.
MedLine Citation:
PMID:  3665646     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
The purpose of this study was to elucidate the psychological concomitants of discrepancies between fourth- to sixth-grade children's perceptions of academic competence and 2 measures of their "actual" competence in this domain: teacher ratings and achievement test scores. Over-, under-, and congruent child raters were identified on the basis of the 2 external standards and then compared on child and teacher ratings of self-esteem, self-regulatory style, and coping with perceived failure. 6 teachers and 121 lower- to upper-middle-class suburban students participated. As predicted, no differences were obtained between congruent and distorted (combined over- and under-) raters on these self-system variables. Consistent with previous research, overrating children showed higher self-esteem on self- and teacher ratings than underraters. After controlling for level of perceived competence, overraters scored higher on anxiety, and, when overrating occurred against the teacher standard, these children were rated by teachers as having lower self-esteem, poorer coping strategies, and less internalized self-regulatory styles. Comparing the 2 standards, self-reported difficulties were associated with underrating against the teacher's standard but not the achievement standard. Teacher reported difficulties were associated with the opposite pattern of underrating against the 2 standards. Motivational factors contributing to patterns of discrepancies are discussed, as are the educational implications of mismatches between teacher and student perceptions of objective and intrapsychic aspects of school experience.
Authors:
J P Connell; B C Ilardi
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Publication Detail:
Type:  Journal Article; Research Support, U.S. Gov't, P.H.S.    
Journal Detail:
Title:  Child development     Volume:  58     ISSN:  0009-3920     ISO Abbreviation:  Child Dev     Publication Date:  1987 Oct 
Date Detail:
Created Date:  1987-12-15     Completed Date:  1987-12-15     Revised Date:  2007-11-14    
Medline Journal Info:
Nlm Unique ID:  0372725     Medline TA:  Child Dev     Country:  UNITED STATES    
Other Details:
Languages:  eng     Pagination:  1297-307     Citation Subset:  IM    
Affiliation:
Graduate School of Education and Human Development, University of Rochester, NY 14627.
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MeSH Terms
Descriptor/Qualifier:
Achievement*
Adaptation, Psychological
Child
Female
Humans
Male
Motivation
Self Concept*
Teaching*
Grant Support
ID/Acronym/Agency:
HD19914-01/HD/NICHD NIH HHS

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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